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ERIC Number: EJ1052517
Record Type: Journal
Publication Date: 2015-Mar
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0013-1245
An Urban Secondary School Case Study of Disciplinary Writing in Tracked Classrooms
Wilcox, Kristen Campbell
Education and Urban Society, v47 n2 p242-268 Mar 2015
This yearlong ethnographic case study investigated higher and lower track adolescents' experiences with core content-area (social studies, science, and math) writing in one urban working-class district. Teacher, student, and administrator interviews; field notes; and students' written work comprised the data set. The findings from this study, framed by sociocultural theory and Bourdieu's theory of practice, suggest that higher and lower track students experienced disciplinary writing in distinct ways in terms of the expectations for the kinds and complexity of writing and the importance placed on writing in content learning. These contrasting experiences affected the quality of students' preparation to engage in advanced disciplinary discourse as they progressed through secondary school. The findings from this study are discussed in light of the increasing emphasis on disciplinary writing at the secondary level.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Grade 10; High Schools; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A