Math and Reading Instruction in Tracked First-Grade Classes

Abstract

A tracking system in a large urban school system was examined with respect to how classroom conditions, resources, and teaching methods compared in 20 remedial and 20 regular tracked first-grade classes. An assumption of the program was that the smaller size (17.9 vs. 20.5) of remedial classes and greater instructional time for math and reading would facilitate use of individualized and adaptive teaching methods. Using a systematic observation procedure, 160 1-hour observations were made using the following design: 20 schools × 2 tracks × 2 subjects (reading and math) × 2 visits (per subject, for each teacher). In addition, a 61-item survey of the 40 teachers of the observed classes was used to compare teachers' attitudes toward teaching, perceptions of the effectiveness of different teaching methods, and attributions for students' success or failure. Findings showed that teaching methods (e. g., direct instruction, cooperative learning, work centers, tutoring) and activities frequently varied across math and reading but were fairly constant across tracks. Adaptive teaching methods were rarely observed, regardless of class type. Implications of the findings for using tracking to address the needs of low-ability students are discussed.