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A qualitative study of tracking in t...

Frankenberg, William Grant, Jr.

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A qualitative study of tracking in the curriculum and a proposal for increasing critical awareness.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A qualitative study of tracking in the curriculum and a proposal for increasing critical awareness./
作者:	Frankenberg, William Grant, Jr.
面頁冊數:	166 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3315.
Contained By:	Dissertation Abstracts International51-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9106857

A qualitative study of tracking in the curriculum and a proposal for increasing critical awareness.
Frankenberg, William Grant, Jr.

A qualitative study of tracking in the curriculum and a proposal for increasing critical awareness. - 166 p.

Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3315.

Thesis (Ed.D.)--Oklahoma State University, 1990.

Scope of study. This study was conducted primarily by interviewing ten educators working in either middle school, junior high, or high school. Each of the educators were interviewed in the same school system during the 1989-90 school year. The scope of this study is limited due to the small number of participants; the study site was a single school system found in one midwestern city; and the time frame of the study was limited to one school year. In addition, the educational levels of the educators involved in this study are significantly higher than educators at large.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A qualitative study of tracking in the curriculum and a proposal for increasing critical awareness.
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245 1 2 $a A qualitative study of tracking in the curriculum and a proposal for increasing critical awareness.
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3315.
500 $a Adviser: Russell Dobson.
502 $a Thesis (Ed.D.)--Oklahoma State University, 1990.
520 $a Scope of study. This study was conducted primarily by interviewing ten educators working in either middle school, junior high, or high school. Each of the educators were interviewed in the same school system during the 1989-90 school year. The scope of this study is limited due to the small number of participants; the study site was a single school system found in one midwestern city; and the time frame of the study was limited to one school year. In addition, the educational levels of the educators involved in this study are significantly higher than educators at large.
520 $a Findings and conclusions. The educators in this study displayed a lack of awareness of the implications of tracking practices. Educators were committed to current practices found in education which rely heavily upon tracking and appeared to lack either the ability or desire to reflect upon educational practices critically. In addition, these educators were disdainful of research literature and were unwilling to make pedagogical decisions based upon research data. Tracking was found to be pervasive in this system in spite of the absence of a formal program or philosophical statement which outlined district policy. A process to increase critical awareness was proposed as one possible means of addressing the lack of reflection noted in the study.
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