Tracking in Mathematics and Science: Courses and Course-Selection Procedures.
In this study of course offerings in mathematics and science and placement procedures in six high schools, three high schools that were identified as "excellent" through regression analyses were matched with "average" schools, with one pair each in upper-, middle-, end working-class districts. The s...
| Publicado en: | Sociology of Education Vol. 70; no. 2; pp. 108 - 128 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Apr97
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=9708204971&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 9708204971 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00380407 SOO jtl: Sociology of Education issn: 00380407 maglogo: Y pubinfo: dt: Apr97 vid: 70 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 9708204971 10.2307/2673159 ppf: 108 ppct: 20 formats: tig: atl: Tracking in Mathematics and Science: Courses and Course-Selection Procedures. aug: au: Spade, Joan Z. Columba, Lynn Vanfossen, Beth E. affil: Lehigh University Towson State University su: Curriculum Science education (Secondary) Mathematics education (Secondary) High schools High school students Social classes Counseling Educational counseling sug: subj: Curriculum Science education (Secondary) Mathematics education (Secondary) High schools High school students Social classes Counseling Educational counseling ab: In this study of course offerings in mathematics and science and placement procedures in six high schools, three high schools that were identified as "excellent" through regression analyses were matched with "average" schools, with one pair each in upper-, middle-, end working-class districts. The study found differences in course patterns available to students and the procedures used to assign students to classes. Excellent schools and districts that were higher in social class offered more college-preparatory and advanced courses. Also, the process by which students in these schools and districts were placed in classes was more systematic; it included broader assessments of students' abilities and involved faculty and guidance counselors more actively. It is noteworthy that although the social class of the community was related to the structure of schools, the structure of counseling activities and the courses offered differed among schools in the same social-class communities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1997 holdings: @attributes: islocal: N |
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