Engaging the disengaged: detracking English education for 9th and 10th grade students

dc.contributorAtkinson, Becky M.
dc.contributorColeman, Julianne M.
dc.contributorKuntz, Aaron M.
dc.contributorMantero, Miguel
dc.contributor.advisorJohnson, Latrise P.
dc.contributor.authorKusta, Charly Porter
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2019-02-12T14:31:23Z
dc.date.available2019-02-12T14:31:23Z
dc.date.issued2018
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis critical ethnographic qualitative case study uses a critical theory lens to discover the implications of academic tracking in a southeastern secondary school and to explore detracking English education for historically underserved students with critical literacy practices and multi-year placement. The purpose of the study was to determine the ways in which academic tracking affects standard and advanced classrooms, and to discover how detracking with critical literacy practices and multi-year placement might alter student engagement. In Vivo coding was used to analyze the data that included observations, field notes, interviews, and student artifacts, and was collected from 2015-2017. The findings indicated the district's academic tracking practices structure inequality and division in the school system; and, detracking 9th and 10th grade English education with critical literacy practices and multi-year placement engages historically underserved students. These findings support Freire’s notion of critical theory (1970), that argues for the amelioration of the oppressed through liberating practices aimed toward transforming the oppressive state. While similar studies have analyzed tracking, detracking, and critical literacy practices, they have not analyzed all three components in one study, from the teacher-researcher’s point of view, and in conjunction with the implementation of multi-year placement. This research provides insight into 1) a multi-year teaching approach in a secondary setting; often the studies focus on primary levels; 2) practical classroom applications of critical literacy practices from the teacher-researcher's point of view; often the studies explore theoretical assumptions; and, finally, 3) the entire detracking process. While many studies offer suggestions for detracking, very few explore what happens during or after classrooms are detracked.en_US
dc.format.extent218 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003197
dc.identifier.otherKusta_alatus_0004D_13555
dc.identifier.urihttp://ir.ua.edu/handle/123456789/5380
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectCurriculum development
dc.subjectEnglish literature
dc.titleEngaging the disengaged: detracking English education for 9th and 10th grade studentsen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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