The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
What Is Tracking? Cultural Expectations in the United States, Germany, and Japan
Abstract
On the basis of the TIMSS Case Study Project data collected in the United States, Japan, and Germany in 1994–1995, this article examines the phenomenon of tracking as part of curricular differentiation and student placement practices in public K–12 school systems. The authors document clear national differences in differentiation and placement measures and summarize the history of conflict over those measures. Analysis of respondent perceptions and beliefs about differentiation and placement (what people think “tracking” is) shows that nation-specific values and attitudes (i.e., cultures) determine which forms of curricular differentiation are legitimated and which contested. Dominant cultural beliefs about what students are capable of and the role that schools should play in educating them create different points of conflict over tracking.
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Citations
Cites
Bounded rationality and organizational learning
Simon, H. A. (1991) · Organization Science · doi:10.1287/orsc.2.1.125 · Cited by 3,028
Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?
Gamoran, A., & Mare, R. D. (1989) · American Journal of Sociology · doi:10.1086/229114 · Cited by 663 · cited 1×
“…is meritocratic (see Alexander & McDill, 1976; Alexander, Cook, & McDill, 1978; Rosenbaum, 1976; Finley, 1984; Oakes, 1985; Gamoran & Berends, 1987; Gamoran & Mare, 1989; Natriello, Pallas, & Alexander, 1989; Slavin, 1995; Kilgore, 1991; Page, 1991; Oakes & Guiton, 1995; Dauber, Alexander, &…”
Matchmaking: The dynamics of high school tracking decisions
Oakes, J., & Guiton, G. (1995) · American Educational Research Journal · doi:10.3102/00028312032001003 · Cited by 384
Choosing Colleges: How Social Class and Schools Structure Opportunity
McDonough, P. M. (1997) · doi:10.1515/9781438412412 · Cited by 37
Cited by
The International Standard Classification of Education 2011
Schneider, S. L. (2013) · Comparative Social Research · doi:10.1108/s0195-6310(2013)0000030017 · Cited by 886
Van de Werfhorst, H. G., & Mijs, J. J. B. (2010) · Annual Review of Sociology · doi:10.1146/annurev.soc.012809.102538 · Cited by 801
PISA 2018 Results (Volume V): Effective Policies, Successful Schools
OECD (2020) · PISA · doi:10.1787/ca768d40-en · Cited by 469
Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O., & Baumert, J. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.4.788 · Cited by 450
Maaz, K., Trautwein, U., Lüdtke, O., & Baumert, J. (2008) · Child Development Perspectives · doi:10.1111/j.1750-8606.2008.00048.x · Cited by 320
Metadata
- Authors
- LeTendre, G. K., Hofer, B. K., & Shimizu, H.
- Venue
- American Educational Research Journal
- Published
- 2003-01
- Volume
- 40
- Issue
- 1
- Pages
- 43-89
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2108429230
- Cited by
- 284
- References
- 4
- FWCI
- 30.44
- Type
- journal article
- Language
- en
- Open access
- closed
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