Abstract

This is a study of an urban school in the United States that decided to eliminate academic tracking in selected classes for students, aged 14–16yr, in the sciences and social studies. Studies were taught in heterogeneous classes using cooperative learning methods. Our observations and analyses indicated changes in pedagogy and attitude among the teachers including the following: more student-centered, interactive classes, greater higher order questioning and critical thinking on the part of both teachers and students, and more enjoyment of the teaching and learning processes. We discuss our observations in the context of teacher development.

Citation

Rothenberg, J.J., Mcdermott, P. & Martin, G. Changes in pedagogy: a qualitative result of teaching heterogeneous classes. Teaching and Teacher Education: An International Journal of Research and Studies, 14(6), 633-642. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/197912/.