Curricular Flows: Trajectories, Turning Points, and Assignment Criteria in High School Math Careers

Autor/in	McFarland, Daniel A.
Titel	Curricular Flows: Trajectories, Turning Points, and Assignment Criteria in High School Math Careers
Quelle	In: Sociology of Education, 79 (2006) 3, S.177-205 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
Schlagwörter	Curriculum Development; High Schools; Markov Processes; Mathematics Instruction; Network Analysis; Courses; Course Selection (Students); Influences; Mathematics Achievement; Student Attitudes; Academic Persistence; Educational Environment; Student Characteristics; Mathematics Curriculum; Secondary School Curriculum + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; Oberschule; Markowscher Prozess; Mathematics lessons; Mathematikunterricht; Netzplantechnik; Kursangebot; Course selection; Student; Students; Kurswahl; Influence; Einfluss; Einflussfaktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	What do course trajectories look like? Do career paths intersect? Do courses assume distinct roles in educational careers? What factors lead students to adopt various curricular moves? This article addresses these questions by examining the structure and dynamics of participant flows across courses in two high school math curricula. Drawing on Markov models and network analytic methods, it examines the length, rate of progression, volume, and direction of multiple trajectories in math and identifies certain courses as important career turning points. The findings suggest that schools can design a variety of mobility systems by altering course offerings, prerequisites, and grading policies. Analyses of individual curricular moves show that nonsanctioned moves, such as leaving school, are guided by students' background characteristics, while sanctioned moves, such as course transitions, are guided primarily by structural constraints and adaptations to signals about classroom performance. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10