Enhancing Teacher Expectations and Beliefs in Remedial Tracks: Evaluating the Impact of a Professional Development Program on Powerful Learning Environments

• In Event: Advancing Equity and Excellence: Unlocking the Potential of Struggling Students in Flanders Through Powerful Learning Environments

Abstract

Research indicates that tracking negatively impacts students placed in lower tracks, where students from low socio-economic backgrounds or minority groups are often over-represented (Oakes, 1985). In Flanders, Belgium, students who do not meet the minimum goals of primary education by the age of twelve, are placed in remedial tracks, often perceived as early “lower tracks”. Transitioning out of these tracks is challenging, limiting learning opportunities and leading the majority of students toward vocational paths. This situation raises concerns about a self-fulfilling prophecy, where teachers have lower expectations for students in lower tracks and adjust their curriculum and behavior accordingly (Geven et al., 2021).

Authors

• Heline Katrien Van Peteghem, Vrije Universiteit Brussel

• Nadine S.L. Engels, Vrije Universiteit Brussel

• Machteld Vandecandelaere, University of Leuven

• Ingeborg Plackle, Vrije Universiteit Brussel