Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Download Teachers Perceptions Of Ability Level Tracking full books in PDF, epub, and Kindle. Read online Teachers Perceptions Of Ability Level Tracking ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author : Nancy C. Ganci
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (863 download)
Download or read book Teachers' Perceptions of Ability Level Tracking written by Nancy C. Ganci and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Management Association, Information Resources
Publisher : IGI Global
ISBN 13 : 1799877507
Total Pages : 1673 pages
Book Rating : 4.7/5 (998 download)
Download or read book Research Anthology on Instilling Social Justice in the Classroom written by Management Association, Information Resources and published by IGI Global. This book was released on 2020-11-27 with total page 1673 pages. Available in PDF, EPUB and Kindle. Book excerpt: The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
Author : Scott K. Rimmer
Publisher :
ISBN 13 :
Total Pages : 122 pages
Book Rating : 4.:/5 (131 download)
Download or read book Teacher Perceptions of the Impact of Heterogeneous Grouping on Improving Student Achievement written by Scott K. Rimmer and published by . This book was released on 2009 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate teachers' perceptions about the effectiveness of heterogeneous grouping on improving student achievement for students historically identified as either lower-achieving or higher-achieving, as well as for students in general. Ten teachers completed and returned a researcher constructed survey and eight teachers participated in individual interviews. In an effort to learn more about the effectiveness of heterogeneous grouping on improving student achievement, this research study identified and evaluated data spanning the period of time from the study site's initial implementation of heterogeneous grouping to the current time period. The findings of this study indicated that heterogeneous grouping increased the academic achievement and social and emotional growth of students; however, results were mixed regarding the value of heterogeneous grouping on improving equity. Specifically, teachers believed that equity increased for lower-achieving students as a result of heterogeneous grouping but not necessarily for higher-achieving students. Interestingly, some teachers described the removal of homogeneous classes where students were afforded exclusive access to curricula, resources and instruction with similarly capable peers as evidence to support their view of resulting inequities for higher-achieving students. Some teachers provided a different perspective stating that heterogeneous grouping and open access were models for educational equity because they were founded in the belief that all students should have the same access to curricula, resources, and instruction. The results of this study documented that teachers believed that all students should have access to a rigorous curriculum. Teachers also reported having high expectations for students. However, teachers admitted they were less likely to encourage lower-achieving students to challenge International Baccalaureate (IB) courses than they would their higher-achieving counterparts. This discrepancy raised some questions regarding the value of open access as a detracking tool. Several teachers specifically noted that despite the efforts to detrack through the use of heterogeneous grouping in grades nine and ten, the reliance on open access as a detracking tool and the continued existence of the Regents-level pathway constituted a return to a two track system. They noted that the only difference was that the students were tracking themselves versus being tracked based on perceived ability levels.
Author : Antonio Bova
Publisher : Frontiers Media SA
ISBN 13 : 2832519962
Total Pages : 206 pages
Book Rating : 4.8/5 (325 download)
Download or read book Discourse, conversation and argumentation: Theoretical perspectives and innovative empirical studies, volume II written by Antonio Bova and published by Frontiers Media SA. This book was released on 2023-06-22 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Lindsey Stock
Publisher :
ISBN 13 :
Total Pages : 102 pages
Book Rating : 4.:/5 (131 download)
Download or read book Teacher's Preceptions of Ability Grouping of Students at the High School and Middle School Levels and It's Impact on Instruction written by Lindsey Stock and published by . This book was released on 2020 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ultimate goal of education is to empower future members of society to live successful and productive lives. The best way to do so is to ensure that all students are provided with the opportunities that will help them to grow to their fullest potential. One major aspect of education that has a formidable impact on student achievement and future prospects is implemented early on in a child's educational journey and can have lasting implications for good or for bad. Student ability tracking is a widely implemented practice that has been studied many times since the inception of compulsory education. However, very few studies have been conducted to determine the level of understanding of this practice in secondary schools and how the implementation of student ability grouping at the secondary level can impact the educational opportunities provided to students across perceived and identified ability levels. The purpose of this study was to determine the impact of teacher perception of the students in homogeneously and heterogeneously grouped classrooms and how these perceptions impact the instructional decisions teachers make. For the qualitative study, data was collected using a survey of38 educators with 12 structured interviews. Participants are educators in one suburban school district. The length of teaching experience and content certification varied with teachers with less than five years of experience to over 30 years of experience. From the results of the study, there was evidence to suggest teachers do not have a shared definition of student ability grouping and also do not have a shared understanding of how and when students are originally ability grouped. Participant responses also demonstrated that, despite a lack of shared definition and belief that ability grouping is a legitimate indicator of academic ability, teachers still base instructional decision making on the course level or ability group they are assigned to teach.
Author : Gordon, Richard K.
Publisher : IGI Global
ISBN 13 : 1522518959
Total Pages : 318 pages
Book Rating : 4.5/5 (225 download)
Download or read book Challenges Associated with Cross-Cultural and At-Risk Student Engagement written by Gordon, Richard K. and published by IGI Global. This book was released on 2016-12-12 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating a meaningful and interactive learning environment is a complex task for any educator. However, once this is accomplished, students have the chance to receive enhanced opportunities for knowledge development and retention. Challenges Associated with Cross-Cultural and At-Risk Student Engagement provides a comprehensive examination on emerging strategies for optimizing instructional environments in modern school systems and emphasizes the role that intercultural education plays in this endeavor. Highlighting research perspectives across numerous topics, such as curriculum design, student-teacher interaction, and critical pedagogies, this book is an ideal reference source for professionals, academics, educators, school administrators, and practitioners interested in academic success in high stakes assessment environments.
Author : Sarah Schaffer
Publisher :
ISBN 13 :
Total Pages : 304 pages
Book Rating : 4.3/5 ( download)
Download or read book Gifted Students and Inclusion written by Sarah Schaffer and published by . This book was released on 1996 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contains journal articles and excerpts from books published between 1993 and 1996.
Author : Christopher Jencks
Publisher : Brookings Institution Press
ISBN 13 : 9780815746119
Total Pages : 546 pages
Book Rating : 4.7/5 (461 download)
Download or read book The Black-White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Author : Carol Corbett Burris
Publisher : ASCD
ISBN 13 : 1416607080
Total Pages : 193 pages
Book Rating : 4.4/5 (166 download)
Download or read book Detracking for Excellence and Equity written by Carol Corbett Burris and published by ASCD. This book was released on 2008 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Proven strategies for launching, sustaining, and monitoring a reform that will offer all students access to the best curriculum, raise achievement across the board, and close the achievement gap.
Author : Kathleen Bennett DeMarrais
Publisher : Longman Publishing Group
ISBN 13 :
Total Pages : 392 pages
Book Rating : 4.3/5 (91 download)
Download or read book The Way Schools Work written by Kathleen Bennett DeMarrais and published by Longman Publishing Group. This book was released on 1995 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Way Schools Work: A Sociological Analysis of Education, Second Edition, continues to offer cutting-edge analysis of contemporary schooling in America from a critical perspective.
Author : Bryan Michael Shepard
Publisher :
ISBN 13 :
Total Pages : 318 pages
Book Rating : 4.:/5 (15 download)
Download or read book Pedagogical Decision-making in Tracked Classes written by Bryan Michael Shepard and published by . This book was released on 2018 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public education in America has relied on testing students to ascertain their level of abilities; thus sorting them into academic categories referred to as tracking (Glaser & Silver, 1994). Students are then placed in these different educational tracks, which carry with them significant variations in instructional quality and teachers' perceptions (Callahan, 2005; Gamoran, 2004; Gamoran & Nystrand, 1994; Oakes, 2005). The purpose of this study was to examine how a mathematics teacher's perceptions of her tracked students informed her pedagogical decision-making. This study explored how tracking affected a teacher's decisions and if the teacher acted against the structures of tracking, known as agency. To achieve this goal, the researcher designed a qualitative case study with three research questions: How does a teacher's perceptions of groups of students she teaches compare to each other based on track level? What does teaching look like in tracked classes? Where does a teacher's perception of her class intersect with the strategies employed? By using a single participant, the study focused on providing a "thick" description of the participant, given her unique experiences and interactions, as well as how her perceptions influenced her pedagogical decisions. The eleven-week study was conducted in a sixth-grade mathematics teacher's room in a school in the southeastern United States. The theoretical framework used to guide this study was symbolic interactionism, which allowed for a focus on the interactions and their meanings. For data collection, the researcher employed semi-structured interview, audio/video recorded observations, field notes, and video-cued interviews. The semi-structured interview inquired about the background and philosophical beliefs of the participant in regards to tracking. The observations and field notes offered the researcher critical incidents to compare between the classes and context. The video-cued interviews provided the opportunity for the participant to view and reflect on these instances in her practice and give the researcher a more in-depth explanation of her decision-making. The findings of this study suggest that the gifted and lower-tracked students were placed in a constant state of comparison, with the gifted students being given a more favorable characterization.
Author : Maria Ginieri-Coccossis
Publisher :
ISBN 13 :
Total Pages : 502 pages
Book Rating : 4.E/5 ( download)
Download or read book Teachers' Perceptions, Students' Characteristics, and Teacher-student Interactions written by Maria Ginieri-Coccossis and published by . This book was released on 1981 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Reid Volk
Publisher :
ISBN 13 :
Total Pages : 254 pages
Book Rating : 4.:/5 (14 download)
Download or read book Who Cares? written by Reid Volk and published by . This book was released on 2018 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tracking, or its most modern form, ability grouping (Lucas & Berends, 2002), can cause students to experience different levels of care and to have different opportunities to learn (Moller & Stearns, 2012; Oakes, 2005). Research (Diamond, Randolf, & Spillane, 2004) suggests that teachers' sense of care varies widely between the various academic classes and tracks found today in America's public schooling. This differing sense of responsibility and differential experience of care can cause the academic rigor, instructional quality, and the classroom climate to change dramatically per academic class (Diamond et al., 2004; Donaldson, LeChasseur, & Mayer, 2016; Moller & Stearns, 2012; Oaks, 2005). Thus, students in low and high tracked classes have widely different experiences. The purpose of this study was to understand if and how tracking leads to differences in student experiences related to care, and preparation in school within the academic tracks at the various levels. Also, we sought to understand how teachers understand their sense of care for their students. Results indicate that students do experiences care differently but these differences are intricate and multilayered. Furthermore, these differences are based on several factors such as level in school, track placement, gender of the teacher, years of teaching experience for the teacher. More importantly, differences in care are heavily due to teachers' varied understanding of what care is and how it should be presented to students in and, at times, outside the classroom. Results are further explained with quantitative and qualitative findings pieced together and tied to related literature. Research implications, limitations, and conclusions are also discussed.
Author : John Lee
Publisher : IAP
ISBN 13 : 1607522942
Total Pages : 277 pages
Book Rating : 4.6/5 (75 download)
Download or read book Research on Technology in Social Studies Education written by John Lee and published by IAP. This book was released on 2009-11-01 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite technology’s presence in virtually every public school, its documented familiarity and use by youth outside of school, and the wealth of resources it provides for teaching social studies, there has been relatively little empirical research on its effectiveness for the teaching and learning of social studies. In an effort to begin to fill this gap in research literature, this book focuses on research on technology in social studies education. The objectives of this volume are threefold: to describe research frameworks, provide examples of empirical research, and chart a course for future research endeavors. Accordingly, the volume is divided into three overarching sections: research constructs and contexts, research reports, and research reviews. The need for research is particularly acute within the field of social studies and technology. As the primary purpose of social studies is to prepare the young people of today to be the citizens of tomorrow, it is necessary to examine how technology tools impact, improve, and otherwise affect teaching and learning in social studies. Given these circumstances, we have prepared this collection of research conceptualizations, reports, and reviews to achieve three goals. 1. Put forward reports on how research is being conducted in the field 2. Present findings from well-designed research studies that provide evidence of how specific applications of technology are affecting teaching and learning in social studies. 3. Showcase reviews of research in social studies It is with this framework that we edited this volume, Research on Technology and Social Studies Education, as an effort to address emerging concerns related to theorizing about the field and reporting research in social studies and technology. The book is divided into four sections. The first section of the book includes three descriptions of research constructs and contexts in social studies and technology. The second section is focused on research reports from studies of student learning in social studies with technology. The third section contains research reports on teachers’ pedagogical considerations for using technology in social studies. In the fourth and final section, we present work that broadly reviews and critiques research in focused areas of social studies and technology. This volume contains twelve chapters, each of which focuses on social studies content and pedagogy and how the field is affected and enhanced with technology. The volume includes research and theoretical works on various topics, including digital history, digital video, geography, technology use in the K-12 social studies classroom, and artificial intelligence.
Author : Angela Torres
Publisher : Corwin Press
ISBN 13 : 1071913786
Total Pages : 194 pages
Book Rating : 4.0/5 (719 download)
Download or read book A Guide to Detracking Math Courses written by Angela Torres and published by Corwin Press. This book was released on 2023-05-03 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Create a pathway to equity by detracking mathematics The tracked mathematics system has been operating in US schools for decades. However, research demonstrates negative effects on subgroups of students by keeping them in a single math track, thereby denying them access to rigorous coursework needed for college and career readiness. The journey to change this involves confronting some long-standing beliefs and structures in education. When supported with the right structures, instructional shifts, coalition building, and educator training and support, the detracking of mathematics courses can be a primary pathway to equity. The ultimate goal is to increase more students’ access to and achievement in higher levels of mathematics learning–especially for students who are historically marginalized. Based on the stories and lessons learned from the San Francisco Unified School District educators who have talked the talk and walked the walk, this book provides a model for all those involved in taking on detracking efforts from policymakers and school administrators, to math coaches and teachers. By sharing stories of real-world examples, lessons learned, and prompts to provoke discussion about your own context, the book walks you through: Designing and gaining support for a policy of detracked math courses Implementing the policy through practical shifts in scheduling, curriculum, professional development, and coaching Supporting and improving the policy through continuous research, monitoring, and maintenance. This book offers the big ideas that help you in your own unique journey to advance equity in your school or district’s mathematics education and also provides practical information to help students in a detracked system thrive.
Author : Barbara Schneider
Publisher : Springer
ISBN 13 : 3319766945
Total Pages : 614 pages
Book Rating : 4.3/5 (197 download)
Download or read book Handbook of the Sociology of Education in the 21st Century written by Barbara Schneider and published by Springer. This book was released on 2018-10-10 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. It explores today’s populations rarely noticed, such as undocumented students, first generation college students, and LGBTQs; and emphasizing the intersectionality of gender, race, ethnicity and social class. Sociologists often center their work on the sources and consequences of inequality. This handbook, while reviewing many of these explanations, takes a different approach, concentrating instead on what needs to be accomplished to reduce inequality. A special section is devoted to new methodological work for studying social systems, including network analyses and school and teacher effects. Additionally, the book explores the changing landscape of higher education institutions, their respective populations, and how labor market opportunities are enhanced or impeded by differing postsecondary education pathways. Written by leading sociologists and rising stars in the field, each of the chapters is embedded in theory, but contemporary and futuristic in its implications. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.
Author : Jeannie Oakes
Publisher : Yale University Press
ISBN 13 : 9780300174069
Total Pages : 356 pages
Book Rating : 4.1/5 (74 download)
Download or read book Keeping Track written by Jeannie Oakes and published by Yale University Press. This book was released on 2005-05-10 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: Selected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking—the system of grouping students for instruction on the basis of ability—reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role. From reviews of the first edition:“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record
