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ERIC Number: EJ816945
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: ERIC
Reference Count: 32
ISSN: ISSN-0013-1172
Perceptions and Attitudes of School Principals towards School Tracking: Structural Considerations of Personal Beliefs
Biafora, Frank; Ansalone, George
Education, v128 n4 p588-602 Sum 2008
This research addresses the issue of why educational tracking remains pervasive in contemporary American education. After identifying the key stakeholders in this debate, namely teachers, school principals, students and parents, an attempt was made to assess the perceptions of each in order to arrive at an understanding of the mechanisms that keep this educational practice in place. A previous study revealed that many teachers continued to employ tracking both formally and informally in their classrooms, not because they believed it would improve academic achievement, but because they seemed to be particularly overwhelmed with the task of teaching large classes of academically diverse students, and that tracking seemed to offer an effective strategy to limit the range of diversity within the classroom. This current study focuses on the attitudes and perceptions of school principals towards the educational structure of tracking. The sample population consisted of principals in all public elementary and secondary schools (grades 1-12) in Nassau and Suffolk counties in New York State. The data for this study were obtained from a confidential questionnaire constructed by the authors and mailed to all public elementary and secondary schools in Nassau and Suffolk counties. The responses of school principals suggest that their perceptions of this educational structure may be somewhat determined by political, socioeconomic, and academic concerns. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Secondary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York