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Perceptions on Detracking Secondary ...

Dudic, Melissa A.,

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Perceptions on Detracking Secondary Mathematics Classes and Individual and Collective Teacher Efficacy Beliefs for Teaching in Heterogeneous, Inclusive Classes /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perceptions on Detracking Secondary Mathematics Classes and Individual and Collective Teacher Efficacy Beliefs for Teaching in Heterogeneous, Inclusive Classes // Melissa A Dudic.
Author:	Dudic, Melissa A.,
Description:	1 electronic resource (178 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Secondary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30691974
ISBN:	9798381425284

Perceptions on Detracking Secondary Mathematics Classes and Individual and Collective Teacher Efficacy Beliefs for Teaching in Heterogeneous, Inclusive Classes /
Dudic, Melissa A.,

Perceptions on Detracking Secondary Mathematics Classes and Individual and Collective Teacher Efficacy Beliefs for Teaching in Heterogeneous, Inclusive Classes /Melissa A Dudic. - 1 electronic resource (178 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

The purpose of this study was to explore secondary mathematics teachers' perceptions of detracking including benefits, challenges, and needed support as well as their individual and collective efficacy beliefs for teaching in a detracked class. Shifting to heterogeneous and inclusive secondary mathematics classes is a significant shift from past practice, and thus, teachers' beliefs about their individual efficacy for such a change can impact the success of detracking reform. By understanding the areas of strength and areas for growth through the lens of individual and collective teaching efficacy, leaders can better understand the professional learning and support needed to sustain detracking reform.A convergent, mixed-methods design was used to analyze quantitative data from Likert-type scale items measuring individual and collective efficacy and items measuring perceptions of stakeholder support of detracking as well as qualitative data from open-response survey items and individual interviews.Participants identified more challenges of detracking than benefits. Furthermore, benefits were described idealistically and with hope for the future, while challenges were described in more detail and as intensification of already existing challenges. Participants showed understanding of the purpose of detracking but were not in agreement that this particular reform was the right way to achieve that purpose. When reflecting on their confidence and competence for teaching in a heterogeneous mathematics class at the high school level, participants had the highest perceived efficacy for individual efficacy for instruction. Teachers expressed low confidence that stakeholders would support detracking reform. For personal support to implement detracking, teachers requested both professional learning and structural changes that they felt would give them the opportunity to better serve a diverse group of learners in their classroom.Three major themes emerged from the data around the intersection of content knowledge and pedagogical skill, student motivation for learning, and stakeholder support for detracking. The significance of these themes contributes to the existing literature on detracking and suggest the following: 1. Successful differentiation practices in a detracked mathematics class may require structural changes to secondary mathematics. 2. The practice of labeling students may contribute to a fixed mindset incongruent with the goals of detracking reform. 3. Detracking at the secondary level is uniquely challenging when students have spent the majority of their elementary and middle school education in tracked settings. Based on these implications, recommendations for key stakeholders and future research are provided.

English

ISBN: 9798381425284Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Detracking

Perceptions on Detracking Secondary Mathematics Classes and Individual and Collective Teacher Efficacy Beliefs for Teaching in Heterogeneous, Inclusive Classes /
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520 $a The purpose of this study was to explore secondary mathematics teachers' perceptions of detracking including benefits, challenges, and needed support as well as their individual and collective efficacy beliefs for teaching in a detracked class. Shifting to heterogeneous and inclusive secondary mathematics classes is a significant shift from past practice, and thus, teachers' beliefs about their individual efficacy for such a change can impact the success of detracking reform. By understanding the areas of strength and areas for growth through the lens of individual and collective teaching efficacy, leaders can better understand the professional learning and support needed to sustain detracking reform.A convergent, mixed-methods design was used to analyze quantitative data from Likert-type scale items measuring individual and collective efficacy and items measuring perceptions of stakeholder support of detracking as well as qualitative data from open-response survey items and individual interviews.Participants identified more challenges of detracking than benefits. Furthermore, benefits were described idealistically and with hope for the future, while challenges were described in more detail and as intensification of already existing challenges. Participants showed understanding of the purpose of detracking but were not in agreement that this particular reform was the right way to achieve that purpose. When reflecting on their confidence and competence for teaching in a heterogeneous mathematics class at the high school level, participants had the highest perceived efficacy for individual efficacy for instruction. Teachers expressed low confidence that stakeholders would support detracking reform. For personal support to implement detracking, teachers requested both professional learning and structural changes that they felt would give them the opportunity to better serve a diverse group of learners in their classroom.Three major themes emerged from the data around the intersection of content knowledge and pedagogical skill, student motivation for learning, and stakeholder support for detracking. The significance of these themes contributes to the existing literature on detracking and suggest the following: 1. Successful differentiation practices in a detracked mathematics class may require structural changes to secondary mathematics. 2. The practice of labeling students may contribute to a fixed mindset incongruent with the goals of detracking reform. 3. Detracking at the secondary level is uniquely challenging when students have spent the majority of their elementary and middle school education in tracked settings. Based on these implications, recommendations for key stakeholders and future research are provided.
546 $a English
590 $a School code: 0162
650 4 $a Secondary education. $3 2122779
650 4 $a Mathematics education. $3 641129
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational leadership. $3 529436
653 $a Detracking
653 $a Professional learning
653 $a Stakeholders
653 $a Individual efficacy
653 $a Mindset incongruent
690 $a 0533
690 $a 0456
690 $a 0449
690 $a 0280
710 2 $a Northern Illinois University. $b Curriculum and Instruction. $e degree granting institution. $3 3771914
720 1 $a Shin, Eui-kyung $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-07A.
790 $a 0162
791 $a Ed.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30691974