2006 - How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement

Attribution: Boaler, Jo
Researchers: Jo Boaler
University Affiliation: Stanford University
Email: joboaler@stanford.edu
Research Question:
How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement
Published: 1
Journal Name or Institutional Affiliation: Theory into Practice
Journal Entry: Vol. 45, No. 1, pp. 40-46
Year: 2006
Findings:
  • With certain teaching practices students learned to act in more equitable ways, to appreciate the contributions of students from different cultural groups, genders, and attainment levels.
  • Through the usafe of heterogeneous grouping and complex instruction, designed to counter status differences in classrooms, teachers encouraged multidiminesional classrooms, help students valuee the perspectives of different sutdents, and encouraged students to be responsible for each other
Keywords: DetrackingExpectationsMathRegions: WestMethodologies: MixedAnalysis Methods: Descriptive Statistics Sampling Frame:High Schools
Sampling Types: NonrandomAnalysis Units: StudentData Types: Mixed-Longitudinal
Data Description:
  • Railside School: Urban High School in California 4 year study of three US High Schools
  • Collected a range of data:
  • 600 hours of classroom observation
  • Assessments given to students each year
  • Questionnaires
  • Interviews
  • 38% Latino, 23% African American, 20% White, 16 % Asian, 3% Others
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts