Detracking is an often misunderstood and ill-characterized education reform movement in the United States. Yet, as public educational spaces become more diverse, the relevance of detracking as a viable solution increases. However, secondary education teachers today are often ill-prepared to implement detracking. The purpose of this study was to better understand how secondary education social studies teachers develop perceptions of detracking. In this study, I collected four secondary education social studies teachers’ life stories. These life stories were synthesized into case study narratives and a cross case analysis to understand how these teachers developed perceptions of detracking. I found a teacher’s orientation towards social studies influenced their perceptions of detracking, but was limited by external factors such as training in heterogeneous instruction, misconceptions of detracking, and critical reflection. I also reaffirmed detracking as a complex/complicated concept and call to the field of education to expand discipline specific critical reflection and training in heterogeneous instruction.
Keywords: Detracking, Social Studies, Secondary Education, and Narrative Inquiry
|Commitee:||Kahne, Joseph E., Ketelle, Diane, Watanabe, Maika|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 74/11(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Social studies education|
|Keywords:||Detracking, Narrative inquiry, Secondary education, Social studies|
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