Curriculum tracking and teacher evaluations of individual students: selection, adjustment or labeling?
- Author
- Mieke Van Houtte (UGent) , Jannick Demanet (UGent) and Peter Stevens (UGent)
- Organization
- Abstract
- Past research into the consequences of tracking mainly documented on the impact of attending different tracks on students’ achievement and behavior. Less attention has been paid to the impact of track positions on teachers’ perceptions and expectations regarding students. By means of multi-level analysis of data of 6,545 students in 46 Flemish secondary schools with self-reported student measures and teachers’ evaluations of students, this study examines if teachers’ evaluations of secondary school students’ cognitive capacity, effort in class and diligence in doing homework vary by track, and whether teachers’ perceptions are informed (1) by the typical students’ background features; (2) by the students’ resistance to school; or (3) by labeling of students attending certain tracks. Teachers perceive lower track students as less able and less diligent in doing homework because of students’ social and cognitive characteristics and anti-school behavior. Accounting for the latter, teachers even evaluate lower track students as paying slightly more effort. The implications for future research and social policy are discussed.
- Keywords
- VOCATIONAL-EDUCATION, SECONDARY-SCHOOLS, DIFFERENTIATION-POLARIZATION THEORY, EXPECTATIONS, ACHIEVEMENT, TRANSITION, ADAPTATIONS, BELGIUM, ENGLISH, CULTURE, Tracking, Teacher perceptions, Teacher expectations, Labeling
Downloads
-
(...).pdf
- full text
- |
- UGent only
- |
- |
- 447.83 KB
Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-4128275
- MLA
- Van Houtte, Mieke, et al. “Curriculum Tracking and Teacher Evaluations of Individual Students: Selection, Adjustment or Labeling?” SOCIAL PSYCHOLOGY OF EDUCATION, vol. 16, no. 3, Springer, 2013, pp. 329–52, doi:10.1007/s11218-013-9216-8.
- APA
- Van Houtte, M., Demanet, J., & Stevens, P. (2013). Curriculum tracking and teacher evaluations of individual students: selection, adjustment or labeling? SOCIAL PSYCHOLOGY OF EDUCATION, 16(3), 329–352. https://doi.org/10.1007/s11218-013-9216-8
- Chicago author-date
- Van Houtte, Mieke, Jannick Demanet, and Peter Stevens. 2013. “Curriculum Tracking and Teacher Evaluations of Individual Students: Selection, Adjustment or Labeling?” SOCIAL PSYCHOLOGY OF EDUCATION 16 (3): 329–52. https://doi.org/10.1007/s11218-013-9216-8.
- Chicago author-date (all authors)
- Van Houtte, Mieke, Jannick Demanet, and Peter Stevens. 2013. “Curriculum Tracking and Teacher Evaluations of Individual Students: Selection, Adjustment or Labeling?” SOCIAL PSYCHOLOGY OF EDUCATION 16 (3): 329–352. doi:10.1007/s11218-013-9216-8.
- Vancouver
- 1.Van Houtte M, Demanet J, Stevens P. Curriculum tracking and teacher evaluations of individual students: selection, adjustment or labeling? SOCIAL PSYCHOLOGY OF EDUCATION. 2013;16(3):329–52.
- IEEE
- [1]M. Van Houtte, J. Demanet, and P. Stevens, “Curriculum tracking and teacher evaluations of individual students: selection, adjustment or labeling?,” SOCIAL PSYCHOLOGY OF EDUCATION, vol. 16, no. 3, pp. 329–352, 2013.
@article{4128275,
abstract = {{Past research into the consequences of tracking mainly documented on the impact of attending different tracks on students’ achievement and behavior. Less attention has been paid to the impact of track positions on teachers’ perceptions and expectations regarding students. By means of multi-level analysis of data of 6,545 students in 46 Flemish secondary schools with self-reported student measures and teachers’ evaluations of students, this study examines if teachers’ evaluations of secondary school students’ cognitive capacity, effort in class and diligence in doing homework vary by track, and whether teachers’ perceptions are informed (1) by the typical students’ background features; (2) by the students’ resistance to school; or (3) by labeling of students attending certain tracks. Teachers perceive lower track students as less able and less diligent in doing homework because of students’ social and cognitive characteristics and anti-school behavior. Accounting for the latter, teachers even evaluate lower track students as paying slightly more effort. The implications for future research and social policy are discussed.}},
author = {{Van Houtte, Mieke and Demanet, Jannick and Stevens, Peter}},
issn = {{1381-2890}},
journal = {{SOCIAL PSYCHOLOGY OF EDUCATION}},
keywords = {{VOCATIONAL-EDUCATION,SECONDARY-SCHOOLS,DIFFERENTIATION-POLARIZATION THEORY,EXPECTATIONS,ACHIEVEMENT,TRANSITION,ADAPTATIONS,BELGIUM,ENGLISH,CULTURE,Tracking,Teacher perceptions,Teacher expectations,Labeling}},
language = {{eng}},
number = {{3}},
pages = {{329--352}},
publisher = {{Springer}},
title = {{Curriculum tracking and teacher evaluations of individual students: selection, adjustment or labeling?}},
url = {{http://doi.org/10.1007/s11218-013-9216-8}},
volume = {{16}},
year = {{2013}},
}
- Altmetric
- View in Altmetric
- Web of Science
- Times cited: