Providing Quality Instruction in Urban Schools: Through Tracking?
| dc.contributor.author | Stephens, Erin | |
| dc.date.accessioned | 2014-09-05T21:32:18Z | |
| dc.date.available | 2014-09-05T21:32:18Z | |
| dc.date.issued | 2014-07-15 | |
| dc.description | Teaching and Learning Department Capstone Project | en_US |
| dc.description.abstract | This 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.description.college | Peabody College of Education and Human Development | en_US |
| dc.description.department | Department of Teaching and Learning | en_US |
| dc.identifier.uri | http://hdl.handle.net/1803/6696 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Vanderbilt University. Peabody College | en_US |
| dc.subject | tracking, urban schools, equity | en_US |
| dc.subject.lcsh | Urban schools -- Study and teaching | en_US |
| dc.title | Providing Quality Instruction in Urban Schools: Through Tracking? | en_US |
| dc.type | Capstone | en_US |