Streaming in Flemish secondary schools: exploring teachers’ perceptions of and adaptations to students in different streams

References

• Abraham , J. 1989 . Testing Hargreaves’ and Lacey’s differentiation‐polarisation theory in a setted comprehensive . British Journal of Sociology , 40 (1) : 33 – 51 .
   Web of Science ®Google Scholar
• Abraham , J. 1995 . Divide and school. Gender and class dynamics in comprehensive education , London : The Falmer Press .
   Google Scholar
• Abraham , J. 2007 . Differentiating between and synthesizing quantitative, qualitative, and longitudinal research on polarized school cultures: a comment on Van Houtte (2006) . Journal of Curriculum Studies , 39 (5) : 597 – 602 .
   Web of Science ®Google Scholar
• Ball , S. J. 1981 . Beachside Comprehensive: a case‐study of secondary schooling , Cambridge : Cambridge University Press .
   Google Scholar
• Boaler , J. 1997 . Setting, social class and survival of the quickest . British Educational Research Journal , 23 (5) : 575 – 595 .
   Google Scholar
• Bourdieu , P. 1992 (1979) . Distinction: a social critique of the judgement of taste , London and New York : Routledge .
   Google Scholar
• Bourdieu , P. and Passeron , J.‐C. 1977 . Reproduction in education, society and culture , London : Sage Publications .
   Google Scholar
• Callaghan , R. M. 2005 . Tracking and high school English l . American Educational Research Journal , 42 (2) : 305 – 328 .
   Web of Science ®Google Scholar
• De Brabander , C. J. 2000 . Knowledge definition, subject, and educational track level: perceptions of secondary school teachers . American Educational Research Journal , 37 (4) : 1027 – 1058 .
   Web of Science ®Google Scholar
• Elchardus , M. , Kavadias , D. and Siongers , J. 1999 . Instroom of School? De invloed van Scholen en andere Socialisatievelden op de Houdingen van Leerlingen . Mens en Maatschappij , 74 (3) : 250 – 268 .
   Google Scholar
• Evertson , C. 1982 . Differences in instructional activities in higher‐ and lower‐achieving junior high English and math classes . Elementary School Journal , 82 : 329 – 350 .
   Web of Science ®Google Scholar
• Foster , P. , Gomm , R. and Hammersley , M. 1996 . Constructing educational inequality: an assessment of research on school processes , London : Falmer .
   Google Scholar
• Friedkin , N. and Thomas , S. 1997 . Social positions in schooling . Sociology of Education , 70 : 239 – 255 .
   Web of Science ®Google Scholar
• Gamoran , A. and Berends , M. 1987 . The effects of stratification in secondary schools: synthesis of survey and ethnographic research . Review of Educational Research , 57 : 415 – 435 .
   Web of Science ®Google Scholar
• Gamoran , A. and Mare , R. 1989 . Secondary school tracking and educational inequality: compensation, reinforcement, or neutrality? . American Journal of Sociology , 94 : 1146 – 1183 .
   Web of Science ®Google Scholar
• Glaser , B. G. 1992 . Emergence vs. forcing: basics of grounded theory analysis , Mill Valley , CA : Sociology Press .
   Google Scholar
• Glaser , B. G. and Strauss , A. L. 1967 . The discovery of grounded theory: strategies for qualitative research , New York : Aldine .
   Google Scholar
• Goodlad , J. 1984 . A place called school: prospects for the future , New York : McGraw‐Hill .
   Google Scholar
• Hallinan , M. and Kubitschek , W. 1999 . Curriculum differentiation and high school achievement . Social Psychology of Education , 3 : 41 – 62 .
   Google Scholar
• Hargreaves , D. H. 1967 . Social relations in a secondary school , London : Routledge and Kegan Paul .
   Google Scholar
• Ireson , J. and Hallam , S. 1999 . Raising standards: is ability grouping the answer? . Oxford Review of Education , 25 (3) : 343 – 358 .
   Web of Science ®Google Scholar
• Ireson , J. and Hallam , S. 2001 . Ability grouping in education , London : Paul Chapman Publishing .
   Google Scholar
• Keddie , N. 1971 . “ Classroom knowledge ” . In Knowledge and control: new directions for the sociology of education , Edited by: Young , M. F. D. 133 – 160 . London : Collier‐Macmillan .
   Google Scholar
• Kerckhoff , A. C. 1986 . Effects of ability grouping in British secondary schools . American Sociological Review , 51 (6) : 842 – 858 .
   Web of Science ®Google Scholar
• Kingston , P. W. 2001 . The unfulfilled promise of cultural capital theory . Sociology of Education , : 88 – 98 .
   Web of Science ®Google Scholar
• Kohn , M. L. and Leonard , P. I. 1963 . Social class, occupation and parental values: a cross‐national study . American Journal of Sociology , 86 (January) : 471 – 480 .
   Google Scholar
• Lacey , C. 1970 . Hightown Grammar: the school as a social system , Manchester , , UK : Manchester University Press .
   Google Scholar
• LeTendre , G. K. , Hofer , B. K. and Shimizu , H. 2003 . What is tracking? Cultural expectations in the United States, Germany and Japan . American Educational Research Journal , 40 (1) : 43 – 89 .
   Web of Science ®Google Scholar
• Mazawi , A. E. 1998 . Region, locality characteristics, high school tracking and equality in access to educational credentials: the case of Palestinian Arab communities in Israel . Educational Studies , 24 (2) : 223 – 240 .
   Web of Science ®Google Scholar
• Montgomery , C. 1997 . The limits and possibilities of tracking: some evidence from Taiwan . Sociology of Education , 70 (1) : 36 – 53 .
   Web of Science ®Google Scholar
• Murphy , J. and Hallinger , P. 1989 . Equity as access to learning: curricular and instructional treatment differences . Journal of Curriculum Studies , 21 : 129 – 149 .
   Web of Science ®Google Scholar
• Natriello , G. , Pallas , A. and Alexander , K. 1989 . On the right track? Curriculum and academic achievement . Sociology of Education , 62 : 109 – 118 .
   Web of Science ®Google Scholar
• Oakes , J. 1985 . Keeping track: how schools structure inequality , New Haven : Yale University Press .
   Google Scholar
• Ono , H. 2001 . Who goes to college? Features of institutional tracking in Japanese higher education . American Journal of Education , 109 (2) : 161 – 195 .
   Web of Science ®Google Scholar
• Page , R. 1992 . Lower track classrooms: a curricular and cultural perspective , New York : Teachers College Press .
   Google Scholar
• Pallas , A. M. , Entwisle , D. R. , Alexander , K. L. and Stluka , F. M. 1994 . Ability‐group effects: instructional, social or institutional? . Sociology of Education , 67 (1) : 27 – 46 .
   Web of Science ®Google Scholar
• Pelleriaux , K. 2000a . “ Attitudeverschil in het Vlaams secundair onderwijs ” . In 9de Sociaal‐Wetenschappelijke Studiedagen 2–3 May, Amsterdam
   Google Scholar
• Pelleriaux , K. 2000b . Cultuurverschil op School. Smaak en attitudes van de Leerlingen in de Verschillende Onderwijsvormen . Handboek Leerlingenbegeleiding , 31 : 185 – 195 .
   Google Scholar
• Pelleriaux , K. 2001 . Demotie en Burgerschap: de Culturele Constructie van Ongelijkheid in de Kennismaatschappij , Brussels : VUBPRESS . [Demotion and citizenship: the cultural construction of inequality in the information society]
   Google Scholar
• Persell , C. 1977 . The roots and results of stratification in America’s schools , New York : Free Press .
   Google Scholar
• Resh , N. 1998 . Track placement: how the ‘sorting machine’ works in Israel . American Journal of Education , 106 (3) : 416 – 438 .
   Web of Science ®Google Scholar
• Schwartz , F. 1981 . Supporting or subverting learning: peer group patterns in four tracked schools . Anthropology and Education Quarterly , 12 (2) : 99 – 121 .
   Web of Science ®Google Scholar
• Shavit , Y. and Featherman , D. 1988 . Schooling, tracking, and teenage intelligence . Sociology of Education , 61 : 42 – 51 .
   Web of Science ®Google Scholar
• Slavin , R. E. 1990 . Achievement effects of ability grouping in secondary schools: a best evidence synthesis . Review of Educational Research , 60 : 471 – 490 .
   Web of Science ®Google Scholar
• Stevens , P. A. J. 2007 . Exploring the importance of teachers’ institutional structure on the development of teachers’ standards of assessment in Belgium . Sociology of Education , 80 (October) : 314 – 329 .
   Web of Science ®Google Scholar
• Strauss , A. L. and Corbin , J. 1990 . Basics of qualitative research. grounded theory procedures and techniques , Newbury Park , CA : Sage .
   Google Scholar
• Tan , B. 1998 . Blijvende sociale ongelijkheden in het Vlaamse onderwijs [Persistent social inequalities in the information society] . Tijdschrift Voor Sociologie , 19 (2) : 169 – 197 .
   Google Scholar
• Van de Gaer , E. , Pustjes , H. , Van Damme , J. and De Munter , A. 2006 . Tracking and the effects of school‐related attitudes on the language achievement of boys and girls . British Journal of Sociology of Education , 27 (3) : 293 – 309 .
   Web of Science ®Google Scholar
• Van Houtte , M. 2004 . Tracking effects on school achievement: a quantitative explanation in terms of the academic culture of school staff . American Journal of Education , 110 (4) : 354 – 388 .
   Web of Science ®Google Scholar
• Van Houtte , M. 2006 . School type and academic culture: evidence for the differentiation‐polarisation theory . Journal of Curriculum Studies , 38 (3) : 273 – 292 .
   Web of Science ®Google Scholar
• Woods , P. 1984 (1978) . “ Negotiating the demands of schoolwork ” . In Life in school. The sociology of pupil culture , Edited by: Hammersley , M. and Woods , P. 225 – 237 . Milton Keynes : Open University Press .
   Google Scholar
• Woods , P. 2000 (1977) . “ Teaching for survival ” . In Sociology of education. Major themes. Volume III ‐ Institutions and processes , Edited by: Ball , S. J. 1339 – 1359 . London : RoutledgeFalmer .
   Google Scholar