Konferenzbeitrag
Preventing ‘Pushing for Privileged Passage’: A study of a charter school working to step back from tracking
One charter school’s path to tracking and pushing for privileged passage is examined. The school as it increased in size began to track students first by grade level and then by ability. Realizing that moving mathematics out of the main school program compromised the teaching ideals of the school and potentially student learning. The school has embarked on a program to create a place-based, integrated curriculum developed around mathematics so that mathematics can be reintroduced to multi-age classrooms. Examining the data in terms of trust, size and the behaviors of administrators, teachers and parents at this school in this process are highlighted.
- Erschienen in
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Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 282 - 286
- Verwandtes Objekt und Literatur
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urn:nbn:de:bsz:14-qucosa-79236
qucosa:1658
- Thema
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Mathematik
- Ereignis
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Geistige Schöpfung
- (wer)
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Johnston, Tina Louise
- Ereignis
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Herstellung
- (wer)
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HTW Dresden
- URN
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urn:nbn:de:bsz:14-qucosa-80299
- Letzte Aktualisierung
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14.03.2025, 08:16 MEZ
Datenpartner
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Objekttyp
- Konferenzbeitrag
Beteiligte
- Johnston, Tina Louise
- HTW Dresden
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