東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Addressing the achievement gap: A s...

Bixby, Janet Sarah.

Linked to FindBook

Google Book

Amazon

博客來

Addressing the achievement gap: A study in two high schools attempting reform.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Addressing the achievement gap: A study in two high schools attempting reform./
Author:	Bixby, Janet Sarah.
Description:	240 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1295.
Contained By:	Dissertation Abstracts International63-04A.
Subject:	Education, Secondary. -
Online resource:	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.
LDR:03045nmm 2200301 4500 001 1840994
005 20050822121243.5
008 130614s2002 eng d
020 $a 0493637893
035 $a (UnM)AAI3049297
035 $a AAI3049297
040 $a UnM $c UnM
100 1 $a Bixby, Janet Sarah. $3 1929309
245 1 0 $a Addressing the achievement gap: A study in two high schools attempting reform.
300 $a 240 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1295.
500 $a Supervisor: Mary Haywood Metz.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2002.
520 $a 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 $a 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.
520 $a 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.
590 $a School code: 0262.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Sociology of. $3 626654
690 $a 0533
690 $a 0340
710 2 0 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 63-04A.
790 1 0 $a Metz, Mary Haywood, $e advisor
790 $a 0262
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049297