Eliminating Tracking Through Cycles of Practitioner Research and Professional Learning Communities in Math and Science

• In Event: 67.064 - New Perspectives on Tracking and Detracking From Stakeholders in Schools

Abstract

Multiple cycles of practitioner research conducted by three ninth grade teachers examined changes in instructional practice designed to support students struggling to meet academic expectations in detracked, biology and geometry courses. Through cycles of inquiry, teachers learned that implementing differentiated instruction and standards-based assessment supports all students in meeting rigorous expectations provided instruction and assessment are flexible and offer multiple pathways for students to meet standards. Critical to these cycles of practitioner research was the music educator’s role. Positioned to build multi-year relationships with students and sharing responsibility for the same students, the music educator served as a principal member of a professional learning community supporting core, academic teachers making instructional shifts to increase equitable learning opportunities through detracking.

Authors

• Michelina MacDonald, P.K. Yonge Developmental Research School

• Melanie Harris, University of Florida

• Kristin Weller, University of Florida