Proposal Title
Honoring All Learners: Addressing the Injustices of Tracking via Embedded Honors
Abstract
Tracking, or grouping students by so–called ability level, remains the norm in American classrooms, despite copious research highlighting how it disserves students. Heterogeneous grouping has been shown to benefit struggling learners, but often these benefits are perceived as coming at the expense of higher–performing classmates’ learning. There is a potential middle path: “embedding honors.” The presenter will review the literature and share data from his interviews with three American secondary schools that have attempted to employ this practice.
Start Date
24-3-2017 11:00 AM
End Date
24-3-2017 11:50 AM
Presentation Type
Paper
Disciplines
Education | Educational Assessment, Evaluation, and Research | Educational Methods | Secondary Education
Honoring All Learners: Addressing the Injustices of Tracking via Embedded Honors
U-Hall 3-101
Tracking, or grouping students by so–called ability level, remains the norm in American classrooms, despite copious research highlighting how it disserves students. Heterogeneous grouping has been shown to benefit struggling learners, but often these benefits are perceived as coming at the expense of higher–performing classmates’ learning. There is a potential middle path: “embedding honors.” The presenter will review the literature and share data from his interviews with three American secondary schools that have attempted to employ this practice.
