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Detracking in Context: How Local Constructions of Ability Complicate Equity-Geared Reform


by Beth C. Rubin — 2008


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Cite This Article as: Teachers College Record Volume 110 Number 3, 2008, p. 646-699
http://www.tcrecord.org ID Number: 14603, Date Accessed: 10/21/2017 3:38:18 PM
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About the Author
  • Beth Rubin
    Rutgers, the State University of New Jersey
    E-mail Author
    BETH C. RUBIN, assistant professor of education at Rutgers, the State University of New Jersey, uses a sociocultural lens and an interpretive research methodology to examine issues relating to educational equity in U.S. schools, with a focus on the intersection between classroom life and larger social inequalities. Her current research explores detracking in the classrooms of diverse schools, and students' constructions of civic identity. Recent publications include “Congruity and disjuncture: Youth civic identity development amid distinct school and community contexts,” Teachers College Record (2007), "Unpacking detracking: When progressive pedagogy meets students' social worlds," American Educational Research Journal (2003), and Critical voices in school reform: Students living through change (2003, Routledge Falmer), with Elena Silva.
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