Citations (41)
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Read on this site (11)
Amy J. Hackenberg, Mark Creager & Ayfer Eker. (2021) Teaching practices for differentiating mathematics instruction for middle school students. Mathematical Thinking and Learning 23:2, pages 95-124.
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Edward C. Fletcher$suffix/text()$suffix/text() & DaVonti’ D. Haynes. (2020) Traditional Students as Second Class Citizens through Modern Day Tracking. Journal of Education for Students Placed at Risk (JESPAR) 25:4, pages 273-292.
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Inge Placklé, Karen D. Könings, Katrien Struyven, Arno Libotton, Jeroen J. G. van Merriënboer & Nadine Engels. (2020) Powerful learning environments in secondary vocational education: towards a shared understanding. European Journal of Teacher Education 43:2, pages 224-242.
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Inge Placklé, Karen D. Könings, Wolfgang Jacquet, Arno Libotton, Jeroen J. G. van Merriënboer & Nadine Engels. (2018) Students embracing change towards more powerful learning environments in vocational education. Educational Studies 44:1, pages 26-44.
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Joacim Ramberg. (2016) The extent of ability grouping in Swedish upper secondary schools: a national survey. International Journal of Inclusive Education 20:7, pages 685-710.
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Yariv Feniger. (2015) Jewish ethnicity and educational opportunities in Israel: evidence from a curricular reform. Race Ethnicity and Education 18:4, pages 567-588.
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Dawn Lyken-Segosebe & Serena E. Hinz. (2015) The Politics of Parental Involvement: How Opportunity Hoarding and Prying Shape Educational Opportunity. Peabody Journal of Education 90:1, pages 93-112.
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Jacob Werblow, Angela Urick & Luke Duesbery. (2013) On the Wrong Track: How Tracking is Associated with Dropping Out of High School. Equity & Excellence in Education 46:2, pages 270-284.
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MichelleG. Knight-Diop. (2010) Closing the Gap: Enacting Care and Facilitating Black Students' Educational Access in the Creation of a High School College-Going Culture. Journal of Education for Students Placed at Risk (JESPAR) 15:1-2, pages 158-172.
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Theodore Lewis. (2007) Social Inequality in Education: A Constraint on an American High-Skills Future. Curriculum Inquiry 37:4, pages 329-349.
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BethC. Rubin. (2007) “Laboratories of Democracy”: A Situated Perspective on Learning Social Studies in Detracked Classrooms. Theory & Research in Social Education 35:1, pages 62-95.
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Articles from other publishers (30)
Hyunsu Oh & Houa Vang. (2023) Outcomes of Academic Tracking Among Young Adults in the United States: A Longitudinal Survey Analysis. Sociological Research Online.
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David Nurenberg & Liana Tuller. (2023) “All in This Together”: Improving Access to Accelerated Learning Through Embedding Honors in Heterogeneously Grouped Classes. Teachers College Record: The Voice of Scholarship in Education 125:9, pages 3-50.
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Moritz Fleischmann, Nicolas Hübner, Benjamin Nagengast & Ulrich Trautwein. (2023) The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement. Learning and Instruction 86, pages 101753.
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Rachel Roegman, Rebecca Hinze-Pifer, Nathan Tanner, Danté Studamire & Faith Thompson. (2023) Determining Who Is Worthy: Stakeholder Perspectives on a District’s De-Leveling Initiatives. Teachers College Record: The Voice of Scholarship in Education 125:1, pages 163-193.
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Bastian Mönkediek. (2022) How variants of tracking affect the role of genes and environment in explaining child attendance at upper secondary school. Research in Social Stratification and Mobility 81, pages 100714.
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Inge Placklé, Karen D. Könings, Wolfgang Jacquet, Arno Libotton, Jeroen J. G. van Merriënboer & Nadine Engels. (2022) Improving student achievement through professional cultures of teaching in Flanders. European Journal of Education 57:2, pages 325-341.
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Alexandra Freidus. (2021) Looking Smart: Race and Academic Ability in a Diversifying Middle School. Anthropology & Education Quarterly 53:2, pages 149-166.
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Rhonda Jeffries & Hope Reed. 2020. Research Anthology on Instilling Social Justice in the Classroom. Research Anthology on Instilling Social Justice in the Classroom
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Christina M. Curran & Becky Wilson Hawbaker. 2020. Accessibility and Diversity in Education. Accessibility and Diversity in Education
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Audrey A. Trainor, Elizabeth Bettini & LaRon A. Scott. (2019) Introduction to the Special Issue—A Necessary Step in Pursuit of Equity: Developing a Racially/Ethnically Diverse Special Education Teaching Force. Remedial and Special Education 40:4, pages 195-198.
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Jason Giersch. (2016) Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists Within Schools. Educational Policy 32:7, pages 907-935.
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Eric B. Freedman, Lauren Willigan, Randall Glading & Kristin N. Rainville. (2018) Social studies without walls: engaging students in online collaboration across district lines. Social Studies Research and Practice 13:2, pages 254-269.
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Anysia Mayer, Kimberly LeChasseur & Morgaen Donaldson. (2018) The Structure of Tracking: Instructional Practices of Teachers Leading Low- and High-Track Classes. American Journal of Education 124:4, pages 445-477.
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Margarita Gudova, Maria Guzikova, Olga Kocheva & Alberto Cardenas Bucheli. (2018) Foreign Language Classroom: Multilingual and Multimodal Space?. SHS Web of Conferences 50, pages 01065.
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Christina M. Curran & Becky Wilson Hawbaker. 2017. Handbook of Research on Classroom Diversity and Inclusive Education Practice. Handbook of Research on Classroom Diversity and Inclusive Education Practice
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Rhonda Jeffries & Hope Reed. 2017. Challenges Associated with Cross-Cultural and At-Risk Student Engagement. Challenges Associated with Cross-Cultural and At-Risk Student Engagement
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Kaspar Burger. (2016) Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement?. Research in Social Stratification and Mobility 44, pages 54-67.
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Edward C. FletcherJr.Jr.. 2014. African American Male Students in PreK-12 Schools. African American Male Students in PreK-12 Schools
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David Poveda, María Isabel Jociles & Adela Franzé. (2014) Immigrant Students and the Ecology of Externalization in a Secondary School in Spain. Anthropology & Education Quarterly 45:2, pages 185-202.
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Anjalé D. Welton. (2013) Even More Racially Isolated than Before: Problematizing the Vision for “Diversity” in a Racially Mixed High School. Teachers College Record: The Voice of Scholarship in Education 115:11, pages 1-42.
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Holly Hungerford-Kresser & Amy Vetter. (2011) Positioning and the Discourses of Urban Education: A Latino Student’s University Experience. The Urban Review 44:2, pages 219-238.
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Edward C. Fletcher .Jr.Jr.. (2012) Predicting the Influence of Demographic Differences and Schooling Experience in Adolescence on Occupational Choice in Adulthood. Career and Technical Education Research 37:2, pages 121-139.
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Edward C. Fletcher .Jr.Jr.. (2012) Demographics, Tracking, and Expectations in Adolescence as Determinants of Employment Status in Adulthood: A Study of School-to-Work Transitions. Career and Technical Education Research 37:2, pages 103-119.
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Lorna Hamilton & Paul O’Hara. (2011) The tyranny of setting (ability grouping): Challenges to inclusion in Scottish primary schools. Teaching and Teacher Education 27:4, pages 712-721.
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Edward C. Fletcher & Chris Zirkle. 2011. Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education. Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education
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Jo Worthy. (2009) Only the Names Have Been Changed: Ability Grouping Revisited. The Urban Review 42:4, pages 271-295.
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Edward C. Fletcher .Jr.Jr. & Chris Zirkle. (2009) The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings. Career and Technical Education Research 34:2, pages 81-102.
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Lynn M. Mulkey, Sophia Catsambis, Lala Carr Steelman & Melanie Hanes-Ramos. 2009. International Handbook of Research on Teachers and Teaching. International Handbook of Research on Teachers and Teaching
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Beth Rubin. (2022) Detracking in Context: How Local Constructions of Ability Complicate Equity-Geared Reform. Teachers College Record: The Voice of Scholarship in Education 110:3, pages 646-699.
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Maika Watanabe, Nicole Nunes, Sheryl Mebane, Kathleen Scalise & Jennifer Claesgens. (2007) “Chemistry for all, instead of chemistry just for the elite”: Lessons learned from detracked chemistry classrooms. Science Education 91:5, pages 683-709.
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