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ERIC Number: ED336373
Record Type: RIE
Publication Date: 1991-Jul
Pages: 15
Abstractor: N/A
Reference Count: N/A
Curriculum, Tracking, and Trust: Cause and Effect of Society's Imbalance.
Weis, Jennifer D. H.
The hidden curriculum is that set of intentional outcomes from schooling not formally recognized or written. Although not perceived by educators as a measurable construct, the hidden curriculum has been a significant underlying caretaker of culture. Changes in the hidden curriculum can occur more quickly than changes in the formal curriculum, which are slowed down by mandates. Homogeneous grouping, tracking, maintains the destruction of equalized learning and reinforces the perpetuation of unequal opportunity and socialization within the classroom. Empirical evidence does not support the traditional belief that tracking benefits both high- and low-level students and that teaching homogenous groups is easier. Historically, the demand for efficiency was the primary initiator of active tracking. Reliance on standardized testing to evaluate student achievement has supported the belief that homogeneous grouping is more efficient. To the extent that homogeneous grouping reinforces prejudices on the part of teachers in their relations with students, it is an impediment to the trust that students need to have in their teachers in order for student learning to be maximized. (IAH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A