slub
2012-05-07
[Electronic ed.]
4519974-7
prv
Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden
Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, Dresden
Informatik, Mathematik
female
One charter school’s path to tracking and pushing for privileged passage is examined. The school as it increased in size began to track students first by grade level and then by ability. Realizing that moving mathematics out of the main school program compromised the teaching ideals of the school and potentially student learning. The school has embarked on a program to create a place-based, integrated curriculum developed around mathematics so that mathematics can be reintroduced to multi-age classrooms. Examining the data in terms of trust, size and the behaviors of administrators, teachers and parents at this school in this process are highlighted.
510
SD 2009
Einordnung nach Leistungsgruppen, Verfolgen, Mathematik, Grounded Theory, gegenstandsbezogene Theoriebildung, ländlicher Raum
Ability grouping, tracking, mathematics, Grounded Theory, Rural
urn:nbn:de:bsz:14-qucosa-80299
371758335
HTW Dresden
edt
HTW Dresden, Dresden
Tina Louise
Johnston
aut
eng
urn:nbn:de:bsz:14-qucosa-79236
282
qucosa:1658Proceedings of the tenth international conference Models in developing mathematics education
Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 282 - 286
born digital
Preventing ‘Pushing for Privileged Passage’: A study of a charter school working to step back from tracking
Prof. Paditz
paditz@informatik.htw-dresden.de
in_proceeding