'He doesn't deserve to be in the higher track': teachers' justifications in student tracking discussions. Issue 4 (4th July 2022)

• Record Type: Journal Article
• Authors: Cohen Zamir, Avner; Lefstein, Adam; Feniger, Yariv
• Is Part Of: Discourse. Volume 43:Issue 4(2022)
• Page Start: 543
• Page End: 555
• Publication Date: 2022-07-04
• Subjects: Discourse analysis -- equity -- justice perspectives -- teacher discourse -- tracking; Education -- Periodicals; Education -- Australia -- Periodicals; 370.5
• DOI: 10.1080/01596306.2020.1858759
• Languages: English
• ISSNs: 0159-6306

Abstract

ABSTRACT: This study examines teachers' justifications for their student sorting decisions in two Israeli secondary schools. Combining descriptive statistics and micro-ethnographic discourse analysis of 281 audio-recorded discussions, the study offers a new perspective on tracking's multiple social and organizational functions: providing students' needs, rewarding and punishing students, satisfying teachers' emotional needs, and efficiently using school resources. Most of the justifications were related to students' needs (43%) and reciprocity issues (37%), with productivity justifications (20%) appearing less frequently. The study points in particular to teacher emotions as a key factor in the tension between formal sorting requirements and teachers' sorting practices.