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Journal articles on the topic 'Detracking'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Domina, Thurston, Paul Hanselman, NaYoung Hwang, and Andrew McEachin. "Detracking and Tracking Up." American Educational Research Journal 53, no. 4 (2016): 1229–66. http://dx.doi.org/10.3102/0002831216650405.

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2

Rubin, Beth C., and Pedro A. Noguera. "Tracking Detracking: Sorting Through the Dilemmas and Possibilities of Detracking in Practice." Equity & Excellence in Education 37, no. 1 (2004): 92–101. http://dx.doi.org/10.1080/10665680490422142.

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3

Wells, Amy Stuart, and Irene Serna. "The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools." Harvard Educational Review 66, no. 1 (1996): 93–119. http://dx.doi.org/10.17763/haer.66.1.274848214743t373.

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In this article, Amy Stuart Wells and Irene Serna examine the political struggles associated with detracking reform. Drawing on their three-year study of ten racially and socioeconomically mixed schools that are implementing detracking reform, the authors take us beyond the school walls to better understand the broad social forces that influence detracking reform. They focus specifically on the role of elite parents and how their political and cultural capital enables them to influence and resist efforts to dismantle or lessen tracking in their children's schools. Wells and Serna identify four

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4

Welner, Kevin, and Jeannie Oakes. "(Li)Ability Grouping: The New Susceptibility of School Tracking Systems to Legal Challenges." Harvard Educational Review 66, no. 3 (1996): 451–71. http://dx.doi.org/10.17763/haer.66.3.p92775298646n342.

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In this article, Kevin Welner and Jeannie Oakes assert that educators and education advocates have developed a greater awareness of the harmful effects and pedagogical indefensibility of tracking. They also note that detracking advocates are increasingly giving litigation serious consideration in their search for policy tools to promote reform. The authors argue that courts can play an important role in advancing detracking, and that educational researchers are vital to these efforts. They survey four recent cases and discuss the presentations made by the researchers who served as experts on t

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5

Burris, Carol Corbett, and Kevin G. Welner. "Closing the Achievement Gap by Detracking." Phi Delta Kappan 86, no. 8 (2005): 594–98. http://dx.doi.org/10.1177/003172170508600808.

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6

Yonezawa, Susan, and Makeba Jones. "Students Perspectives on Tracking and Detracking." Theory Into Practice 45, no. 1 (2006): 15–23. http://dx.doi.org/10.1207/s15430421tip4501_3.

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7

Wong, J. Y., and Wei Huang. "Study of Detracking Risks of Track Systems." Proceedings of the Institution of Mechanical Engineers, Part D: Journal of Automobile Engineering 220, no. 9 (2006): 1235–53. http://dx.doi.org/10.1243/09544070jauto307.

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8

Welner, Kevin, and Carol Corbett Burris. "Alternative Approaches to the Politics of Detracking." Theory Into Practice 45, no. 1 (2006): 90–99. http://dx.doi.org/10.1207/s15430421tip4501_12.

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9

Argys, Laura M., Daniel I. Rees, and Dominic J. Brewer. "Detracking America's schools: Equity at zero cost?" Journal of Policy Analysis and Management 15, no. 4 (1996): 623–45. http://dx.doi.org/10.1002/(sici)1520-6688(199623)15:4<623::aid-pam7>3.0.co;2-j.

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10

Yonezawa, Susan, Amy Stuart Wells, and Irene Serna. "Choosing Tracks:“Freedom of Choice” in Detracking Schools." American Educational Research Journal 39, no. 1 (2002): 37–67. http://dx.doi.org/10.3102/00028312039001037.

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11

Sund, Krister. "Detracking Swedish compulsory schools: any losers, any winners?" Empirical Economics 44, no. 2 (2011): 899–920. http://dx.doi.org/10.1007/s00181-011-0532-6.

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12

Kariya, Takehiko, and James E. Rosenbaum. "Bright Flight: Unintended Consequences of Detracking Policy in Japan." American Journal of Education 107, no. 3 (1999): 210–30. http://dx.doi.org/10.1086/444216.

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13

Alvarez, Doris, and Hugh Mehan. "Whole-School Detracking: A Strategy for Equity and Excellence." Theory Into Practice 45, no. 1 (2006): 82–89. http://dx.doi.org/10.1207/s15430421tip4501_11.

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14

Rubin, Beth C. "Unpacking Detracking: When Progressive Pedagogy Meets Students’ Social Worlds." American Educational Research Journal 40, no. 2 (2003): 539–73. http://dx.doi.org/10.3102/00028312040002539.

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15

George, Paul, Terry Jenkins, and Joyce Morgan. "Detracking Troup County: Providing an Exemplary Curriculum for All Students." Equity & Excellence in Education 30, no. 2 (1997): 60–67. http://dx.doi.org/10.1080/1066568970300207.

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16

Kitchen, Richard, Lolita A. Tabron, and Brianna Mestas. "Moving Beyond Equal Access: Detracking a High School’s Mathematics Program." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 9 (2021): em2000. http://dx.doi.org/10.29333/ejmste/11131.

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17

Wells, Amy Stuart, and Jeannie Oakes. "Potential Pitfalls of Systemic Reform: Early Lessons from Research on Detracking." Sociology of Education 69 (1996): 135. http://dx.doi.org/10.2307/3108461.

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18

Domina, Thurston, Andrew McEachin, Paul Hanselman, Priyanka Agarwal, NaYoung Hwang, and Ryan W. Lewis. "Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools." Sociology of Education 92, no. 3 (2019): 293–322. http://dx.doi.org/10.1177/0038040719851879.

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19

Rubin, Beth C. "Tracking and Detracking: Debates, Evidence, and Best Practices for a Heterogeneous World." Theory Into Practice 45, no. 1 (2006): 4–14. http://dx.doi.org/10.1207/s15430421tip4501_2.

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20

Hyland, Nora E. "Detracking in the Social Studies: A Path to a More Democratic Education?" Theory Into Practice 45, no. 1 (2006): 64–71. http://dx.doi.org/10.1207/s15430421tip4501_9.

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21

Wells, Amy Stuart, Diane Hirshberg, Martin Lipton, and Jeannie Oakes. "Bounding the Case Within Its Context: A Constructivist Approach to Studying Detracking Reform." Educational Researcher 24, no. 5 (1995): 18–24. http://dx.doi.org/10.3102/0013189x024005018.

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22

Cooper, Robert. "Urban School Reform: Student Responses to Detracking in a Racially Mixed High School." Journal of Education for Students Placed at Risk (JESPAR) 4, no. 3 (1999): 259–75. http://dx.doi.org/10.1207/s15327671espr0403_6.

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23

Cooper, Robert. "Detracking Reform in an Urban California High School: Improving the Schooling Experiences of African American Students." Journal of Negro Education 65, no. 2 (1996): 190. http://dx.doi.org/10.2307/2967313.

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24

Lv, Kai, Xihui Mu, Lishun Li, Wenbin Xue, Zhiyuan Wang, and Lin Xu. "Design and test methods of rubber-track conversion system." Proceedings of the Institution of Mechanical Engineers, Part D: Journal of Automobile Engineering 233, no. 7 (2018): 1903–29. http://dx.doi.org/10.1177/0954407018794101.

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Rubber-track conversion system enables the vehicle to have stronger rough terrain trafficability than tire. Its roller wheels swing with terrain contours to comfort ride and steady traction. However, this will increase the detracking risk and aggravate the rubber track repeated stretch. To minimize variations of the track perimeter, a systematic design method for rubber-track conversion system was proposed to harmonize the component parameters related to relative movements. Furthermore, its tensioning system was optimized. Using a multi-camera video measurement system, the track perimeter is c

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25

Van den Broeck, Laura, Jannick Demanet, and Mieke Van Houtte. "Unmet Goals of Tracking: Within-track Heterogeneity of Students’ Expectations about the Future." Sociological Perspectives 61, no. 5 (2018): 728–47. http://dx.doi.org/10.1177/0731121418768766.

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Over the last two decades, researchers in the educational field have raised concerns regarding the high educational expectations among American youth. Studies have identified the detracking movement as one of the most important causes of this college-for-all norm. The assumption is that tracked secondary education systems, in contrast to comprehensive systems, lead to realistic expectations because of students’ clear track placement. In other words, tracking creates groups of students with homogeneous expectations. Inspired by the rich literature on the unequal selection present in tracked sys

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26

Renda Abu El-Haj, Thea, and Beth C. Rubin. "Realizing the Equity-Minded Aspirations of Detracking and Inclusion: Toward a Capacity-Oriented Framework for Teacher Education." Curriculum Inquiry 39, no. 3 (2009): 435–63. http://dx.doi.org/10.1111/j.1467-873x.2009.00451.x.

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27

Liou, Daniel D., Patricia Randolph Leigh, Erin Rotheram-Fuller, and Kelly Deits Cutler. "The Influence of Teachers’ Colorblind Expectations on the Political, Normative, and Technical Dimensions of Educational Reform." International Journal of Educational Reform 28, no. 1 (2019): 122–48. http://dx.doi.org/10.1177/1056787918824207.

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This ethnographic case study examined the experiences of African American students within an urban school detracking reform initiative, which was intended to replace tracking practices through the institution of small schools. Over the course of a year, the researchers interviewed administrators, teachers, and students while gathering observational data from classrooms to explore the political nature of the reform and its impact on how students were viewed and treated by their teachers. Although this school reorganization aimed to expand opportunities for African American students, ultimately

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28

Rui, Ning. "Four decades of research on the effects of detracking reform: Where do we stand?��A systematic review of the evidence." Journal of Evidence-Based Medicine 2, no. 3 (2009): 164–83. http://dx.doi.org/10.1111/j.1756-5391.2009.01032.x.

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29

Watanabe, Maika. ""Some People Think This School Is Tracked and Some People Don't": Using Inquiry Groups to Unpack Teachers' Perspectives on Detracking." Theory Into Practice 45, no. 1 (2006): 24–31. http://dx.doi.org/10.1207/s15430421tip4501_4.

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30

"Detracking for excellence and equity." Choice Reviews Online 46, no. 08 (2009): 46–4573. http://dx.doi.org/10.5860/choice.46-4573.

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31

Domina, Thurston, Andrew McEachin, Paul Hanselman, Priyanka Agarwal, NaYoung Hwang, and Ryan Lewis. "Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools." SSRN Electronic Journal, 2016. http://dx.doi.org/10.2139/ssrn.2806727.

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32

Österman, Marcus. "Can We Trust Education for Fostering Trust? Quasi-experimental Evidence on the Effect of Education and Tracking on Social Trust." Social Indicators Research, November 17, 2020. http://dx.doi.org/10.1007/s11205-020-02529-y.

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AbstractEducation is one of the most commonly proposed determinants of social trust (generalized trust). Nevertheless, the empirical evidence of a causal relationship between education and social trust is inconclusive. This study contributes to this discussion in two ways. First, its design provides strong grounds for causal inference across multiple countries by exploiting numerous European compulsory schooling reforms. Second, it considers how the structure of education, specifically between-school tracking, impacts the relationship between education and social trust. The article argues that

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33

""Heterogenius" classrooms: detracking math and science, a look at groupwork in action." Choice Reviews Online 49, no. 12 (2012): 49–7020. http://dx.doi.org/10.5860/choice.49-7020.

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34

Jean de Junio Moraes Silva, Gabriel Silveira, Antônio Sautirio Fernandes Junior, Joelmir José Lopes, and Jonathan Ache Dias. "RASPBODY." Anais da Mostra Nacional de Iniciação Científica e Tecnológica Interdisciplinar (MICTI) - e-ISSN 2316-7165 1, no. 13 (2020). http://dx.doi.org/10.21166/micti.v1i1.1595.

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A Biomecânica é a área de estudo da Educação Física, Fisioterapia e Medicina, que estuda o movimento humano com base nos princípios da mecânica. A Biomecânica basicamente se utiliza de métodos de análise cinemática e cinética do movimento humano. A análise cinemática estuda a descrição do movimento humano em relação ao tempo e espaço. Diversas técnicas computacionais têm sido utilizadas para análise cinemática do movimento humano, sendo a técnica de cinemetria a mais utilizada para reconstruir o movimento humano em ambiente computacional. A cinemetria utiliza a filmagem de um determinado movim

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35

"Language teaching." Language Teaching 36, no. 2 (2003): 120–57. http://dx.doi.org/10.1017/s0261444803211939.

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03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can

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