Teacher Sensemaking in the Detracked High School Classroom

• In Event: "Sensemaking" in Tracked and Detracking Schools by Students and Stakeholders

Abstract

Using a sensemaking framework (Spillane, Reiser, & Reimer, 2002), this qualitative study focuses on teachers’ understandings and experiences of detracking in a high school setting. Teachers were unclear on the purpose of the detracking program due to a lack of communication, and curricular changes were teacher-driven due to a lack directed professional development. Thus, teachers were left to form their own understandings of detracking and its implementation - understandings that seemed somewhat misaligned with enhancing equitable opportunities and outcomes for students. This research is significant because it serves to illuminate the need for professional development to guide teacher sensemaking of detracking and allow for deeper and more thoughtfully integrated curricular changes to foster equity and access in the classroom.

Author

• Shannon Holder, Central Connecticut State University