
Constructing School Success
The Consequences of Untracking Low Achieving Students
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Estimated delivery time: In stock at the publisher, but not at Prospero's office. Delivery time approx. 3-5 weeks.
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Product details:
- Publisher Cambridge University Press
- Date of Publication 31 May 1996
- ISBN 9780521568265
- Binding Paperback
- No. of pages256 pages
- Size 228x151x15 mm
- Weight 397 g
- Language English
- Illustrations 12 b/w illus. 0
Categories
Short description:
This book describes 'untracking', a successful, egalitarian, educational reform effort.
MoreLong description:
How can we bolster the academic success of low achieving students and provide a more egalitarian classroom setting? This book describes the process of 'untracking', an educational reform effort that has prepared students from low income, linguistic, and ethnic minority backgrounds for college. Untracking offers all students the same academically-demanding curriculum while varying the amount of institutional support they receive. Helpful institutional 'scaffolds' teach the hidden curriculum of the school, allowing students to develop an academic identity and build bridges between high school and college. There have been many plans and attempts to reform schools, but few detailed investigations of such efforts. This book is a highly readable account of a successful school reform effort. It provides systematic research results concerning the educational and social consequences of untracking previously low achieving students.
"This book is invaluable for its identification of the fact that we require fundamental change in school sorting practices..." Ellen Weber, Journal of Educational Thought
Table of Contents:
1. Does untracking work?; 2. The influence of background characteristics on college enrollment; 3. The social scaffolding supporting academic placement; 4. Organizational processes influencing untracking; 5. Peer group influences supporting untracking; 6. Parents' contributions to untracked students' careers; 7. Conclusions and implications.
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