Term
Fall 2019
Capstone
Restricted Capstone Project
Degree Name
MAT
Facilitator(s)
Jana Lo Bello Miller
Content Expert
Molly Schned
Abstract
The research question addressed was: How can teachers more effectively differentiate instruction in detracked high school classrooms to close the opportunity gap? The response to this question culminated in a professional development workshop designed to increase teacher efficacy in differentiation and to aid teachers as their classrooms become more culturally, linguistically and academically diverse through the process of tracking reform. By exploring current literature around the opportunity gap and the impact of tracking and detracking, the author establishes that 1) the tradition of tracking in American schools is harmful particularly for students of color and 2) to successfully eliminate tracking systems, teachers must be provided with quality training in differentiation to meet the needs of all students.
Project Type
professional development
Keywords
A Path for Equity, Opportunity and Achievement
Recommended Citation
Niebur, Margaret, "Differentiation in the Detracked Classroom: A Path for Equity, Opportunity, and Achievement" (2019). School of Education and Leadership Student Capstone Projects. 425.
https://digitalcommons.hamline.edu/hse_cp/425
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects