<p>Detracking is an often misunderstood and ill-characterized education reform movement in the United States. Yet, as public educational spaces become more diverse, the relevance of detracking as a viable solution increases. However, secondary education teachers today are often ill-prepared to implement detracking. The purpose of this study was to better understand how secondary education social studies teachers develop perceptions of detracking. In this study, I collected four secondary education social studies teachers’ life stories. These life stories were synthesized into case study narratives and a cross case analysis to understand how these teachers developed perceptions of detracking. I found a teacher’s orientation towards social studies influenced their perceptions of detracking, but was limited by external factors such as training in heterogeneous instruction, misconceptions of detracking, and critical reflection. I also reaffirmed detracking as a complex/complicated concept and call to the field of education to expand discipline specific critical reflection and training in heterogeneous instruction. </p><p> <i>Keywords:</i> Detracking, Social Studies, Secondary Education, and Narrative Inquiry </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3567910 |
| Date | 23 August 2013 |
| Creators | Drouin, Steven D. |
| Publisher | Mills College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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