Abstract
This article examines the challenges of discussing deeply rooted notions of ability, intelligence, and tracking in teacher inquiry groups and offers suggestions to educators who want to begin dialogue about detracking at their schools. Specifically, this article underscores the importance of unpacking the terms tracking and detracking, exploring notions of ability and intelligence embedded in instruction, and developing group norms to support honest dialogue of these issues. This analysis points to important issues for other teacher inquiry groups to consider in their exploration of detracking reform.
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