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Thesis

Curriculum tracking and the achievement ideology at an American urban public school

Abstract:

This thesis presents a case study of how curriculum differentiation operates at Lincoln High School, an urban public school in the Midwestern United States with a highly regarded International Baccalaureate (IB) program. I use a mix of qualitative and quantitative methods to investigate the systems of beliefs and practices that structure Lincoln's tracking system.

Like many American high schools, Lincoln has rejected the traditional practice of assigning all students to overarching ...

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Oxford college:
Lady Margaret Hall
Role:
Author

Contributors

Role:
Supervisor
Publication date:
2013
Type of award:
DPhil
Level of award:
Doctoral
Awarding institution:
University of Oxford
Language:
English
Keywords:
Subjects:
UUID:
uuid:45b78267-cb32-47ef-a6bb-46b25ea38e81
Local pid:
ora:12532
Deposit date:
2016-07-12

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