Secondary Education Social Studies Teachers’ Perceptions of Detracking

• In Event: Roundtable Session 18
  In Roundtable Session: Classroom Issues in Detracked Environments

Abstract

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 on the field of education to expand discipline specific critical reflection and training in heterogeneous instruction.

Author

• Steven Drouin, San Jose State University