How Mathematics Teachers Explain Their Placement Recommendations for Ninth Grade Students
| dc.contributor.author | Bright, Anita L. | |
| dc.creator | Bright, Anita L. | |
| dc.date | 2009-07-28 | |
| dc.date.accessioned | 2009-09-17T18:18:21Z | |
| dc.date.available | NO_RESTRICTION | |
| dc.date.available | 2009-09-17T18:18:21Z | |
| dc.date.issued | 2009-09-17T18:18:21Z | |
| dc.description.abstract | Successful completion of Algebra I is very important for all students in the United States, because it is a high-stakes, gatekeeper course that determines access to additional mathematics (and many science) courses. However, a substantial proportion of students with historically marginalized identities do not gain access to Algebra I until much later in their academic careers than their middle-class, White, English-speaking, fully able peers. This is not only an issue of tracking individual students, but is also indicative of a more profound, institutionalized set of practices. Using a purposive sample, this research highlights the ways typical teachers make tracking and student-placement decisions. Teachers in this research reported a heavy reliance on 1) their own omniscience; 2) collaboration with students and families, and 3) an intense commitment to ensure all students succeed. | |
| dc.identifier.uri | https://hdl.handle.net/1920/5598 | |
| dc.language.iso | en | |
| dc.subject | Mathematics | |
| dc.subject | Algebra | |
| dc.subject | Placement | |
| dc.subject | Tracking | |
| dc.subject | Teachers | |
| dc.subject | Minorities | |
| dc.title | How Mathematics Teachers Explain Their Placement Recommendations for Ninth Grade Students | |
| dc.type | Dissertation | |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | George Mason University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosohpy in Education |