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The maintenance of tracking: The ro...

Acherman-Chor, Dora.

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The maintenance of tracking: The role of organizational culture.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The maintenance of tracking: The role of organizational culture./
Author:	Acherman-Chor, Dora.
Description:	149 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0970.
Contained By:	Dissertation Abstracts International62-03A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3006848
ISBN:	0493163972

The maintenance of tracking: The role of organizational culture.
Acherman-Chor, Dora.

The maintenance of tracking: The role of organizational culture. - 149 p.

Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0970.

Thesis (Ph.D.)--Florida International University, 2001.

Modern comprehensive high schools do not formally track students into different programs, but schools offer different curricular sequences with important and stratified consequences for students' post-secondary education. This study used qualitative methodology to examine how schools' organizational cultures influence the maintenance of tracking practices in four comprehensive high schools in Miami. The methodology included long-term participant observation in each of the four schools, unstructured and semi-structured interviews and the collection of written documents produced by the district. A framework based on the concepts of environment, mission, information, strategy, and leadership was used to analyze the data.

ISBN: 0493163972Subjects--Topical Terms:

626654
Education, Sociology of.

The maintenance of tracking: The role of organizational culture.
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100 1 $a Acherman-Chor, Dora. $3 1929293
245 1 4 $a The maintenance of tracking: The role of organizational culture.
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0970.
500 $a Major Professor: Betty Hearn Morrow.
502 $a Thesis (Ph.D.)--Florida International University, 2001.
520 $a Modern comprehensive high schools do not formally track students into different programs, but schools offer different curricular sequences with important and stratified consequences for students' post-secondary education. This study used qualitative methodology to examine how schools' organizational cultures influence the maintenance of tracking practices in four comprehensive high schools in Miami. The methodology included long-term participant observation in each of the four schools, unstructured and semi-structured interviews and the collection of written documents produced by the district. A framework based on the concepts of environment, mission, information, strategy, and leadership was used to analyze the data.
520 $a It was found that school cultures shared deeply held beliefs that regard ability as a fixed trait. This prevented schools from providing access to information about the consequences of course selection to the majority of the student body, with the exception of those students defined as "college bound." State and County level policies that reward achievement in standardized tests combined with school overcrowding, resulted in organizational cultures that favored the adoption of strategies stressing efficiency, as opposed to a challenging education for all students. Only one of the four schools in the study had a policy requiring students to attempt courses that were more challenging. The practice was resented by both teachers and counselors, since it was perceived as interfering with other goals of the institution, i.e.: graduating students in four years.
520 $a The culture of the schools stressed college as the only legitimate post-secondary option; consequently, the majority of counselors did not encourage students---even those already defined as "not college material"---to consider other alternatives, such as vocational education. The elimination of formal tracks in these comprehensive high schools resulted in the school culture lacking a clear mission in regards to non-college bound students. Findings are discussed in relation to current theoretical explanations for educational policy and equality of opportunity.
590 $a School code: 1023.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Administration. $3 626645
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710 2 0 $a Florida International University. $3 718935
773 0 $t Dissertation Abstracts International $g 62-03A.
790 1 0 $a Morrow, Betty Hearn, $e advisor
790 $a 1023
791 $a Ph.D.
792 $a 2001
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