TY - JOUR
T1 - Detracking in the social studies
T2 - A path to a more democratic education?
AU - Hyland, Nora E.
PY - 2006/12
Y1 - 2006/12
N2 - This article examines the practices of tracking and detracking in the social studies classroom. I argue that the content goals and the pedagogical orientations of social studies classes lend themselves to detracking. First I describe some of the issues regarding tracking and detracking in general. Following that is a discussion of the match between the social studies goals of democracy, inquiry, and civic participation and the goals of detracking. I then argue that the pedagogical practices recommended for teaching social studies are also those utilized in successful detracked classrooms. Finally, I discuss some of the challenges to detracking in the social studies.
AB - This article examines the practices of tracking and detracking in the social studies classroom. I argue that the content goals and the pedagogical orientations of social studies classes lend themselves to detracking. First I describe some of the issues regarding tracking and detracking in general. Following that is a discussion of the match between the social studies goals of democracy, inquiry, and civic participation and the goals of detracking. I then argue that the pedagogical practices recommended for teaching social studies are also those utilized in successful detracked classrooms. Finally, I discuss some of the challenges to detracking in the social studies.
UR - http://www.scopus.com/inward/record.url?scp=33645147306&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33645147306&partnerID=8YFLogxK
U2 - 10.1207/s15430421tip4501_9
DO - 10.1207/s15430421tip4501_9
M3 - Article
AN - SCOPUS:33645147306
SN - 0040-5841
VL - 45
SP - 64
EP - 71
JO - Theory Into Practice
JF - Theory Into Practice
IS - 1
ER -