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Providing Quality Instruction in Urban Schools: Through Tracking?

dc.contributor.authorStephens, Erin
dc.date.accessioned2014-09-05T21:32:18Z
dc.date.available2014-09-05T21:32:18Z
dc.date.issued2014-07-15
dc.identifier.urihttp://hdl.handle.net/1803/6696
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractThis paper explores the issue of tracking and equity in urban schools. Implications for detracking as well as differentiation are given as possible solutions to the growing gap between our highest and lowest performing students. Teachers are challenged to provide effective instruction for all students. Paper written to fulfill the Teaching and Learning Department capstone project for EDUC 3680 under Kristen Neal.en_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjecttracking, urban schools, equityen_US
dc.subject.lcshUrban schools -- Study and teachingen_US
dc.titleProviding Quality Instruction in Urban Schools: Through Tracking?en_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US


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