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Addressing the achievement gap: A s...
~
Bixby, Janet Sarah.
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Addressing the achievement gap: A study in two high schools attempting reform.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Addressing the achievement gap: A study in two high schools attempting reform./
作者:
Bixby, Janet Sarah.
面頁冊數:
240 p.
附註:
Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1295.
Contained By:
Dissertation Abstracts International63-04A.
標題:
Education, Secondary. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049297
ISBN:
0493637893
Addressing the achievement gap: A study in two high schools attempting reform.
Bixby, Janet Sarah.
Addressing the achievement gap: A study in two high schools attempting reform.
- 240 p.
Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1295.
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2002.
This research examines the contextual factors that influence White teachers' understandings of their diverse students' academic needs, abilities, and the most appropriate curricula for them in heterogeneously grouped classrooms. It looks at the multiple levels of pressures upon teachers in different school contexts, specifically in two high schools within the same district, The two schools had similar racial demographics but varied from each other in terms of the social class make-up of their student populations. One school, Hillside, was reported to serve a predominantly middle and upper class, college bound student body. The other school, Washington, was reported to serve a more predominantly low-income student population.
ISBN: 0493637893Subjects--Topical Terms:
539262
Education, Secondary.
Addressing the achievement gap: A study in two high schools attempting reform.
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Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1295.
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Thesis (Ph.D.)--The University of Wisconsin - Madison, 2002.
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This research examines the contextual factors that influence White teachers' understandings of their diverse students' academic needs, abilities, and the most appropriate curricula for them in heterogeneously grouped classrooms. It looks at the multiple levels of pressures upon teachers in different school contexts, specifically in two high schools within the same district, The two schools had similar racial demographics but varied from each other in terms of the social class make-up of their student populations. One school, Hillside, was reported to serve a predominantly middle and upper class, college bound student body. The other school, Washington, was reported to serve a more predominantly low-income student population.
520
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The analysis first looks at the political pressures that parents exerted on each school, how the principals reacted to this pressure, and how this led the schools to structure the same detracked, teamed "House" program very differently in the two different schools. Then, with this context set, the analysis focuses on how the teachers' constructions of race are affected both directly by different politics surrounding the schools and by different organizational embodiments of this program. The study shows that the teachers' constructions of race are intertwined with their understandings of curriculum and goals. Those are in turn intertwined with what they understand to be the dominant groups in the schools and with the histories of the schools.
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By examining these factors, played out at different organizational levels, the study analyzes why the ways in which teachers construct different understandings of the "House" program, of their students, and of how they should teach their students varied in significant ways between the two high schools. It concludes that while the individual backgrounds of teachers are important, these school and community level variables play a critical role in determining how teachers develop understandings of race and academic achievement and their ability to work effectively with students from a diversity of backgrounds.
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