Ansalone, George, & Biafora, Frank
Researchers: Frank BiaforaGeorge Ansalone
University Affiliation: St. John's University
Email: ansalong@stjohns.edu
Research Question:
Explores teachers' attitudes and perceptions about tracking in three NY State public schools.
Published: 1
Journal Name or Institutional Affiliation: Education
Journal Entry: Vol. 125, No.2, pp. 249-258
Year: 2004
Findings:
- Teachers in this study were generally supportive of separating grade school students into educational learning tracks.
- Teachers appear to support a tracking structure based more on the managerial challenges associated with instructing large classes of diverse learners and the accompanying complexities of responding to their different needs.
- Teachers realize the educational benefits of a more challenging curriculum and classroom to slower learners, but they also realize they may be holding up brighter students in the process.
- There was a general agreement that tracking creates a positive learning environment for advantaged students only.
- Nearly all of the teachers in the survey responded that a teacher’s status is not defined according to track assignment.
- Little support is provided to the perspective that teachers believe that lower track students cannot be taught.