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A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes

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Date Issued:
2019
Abstract/Description:
The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore, several research studies developed an outline of positive ways to advocate for a unifying system of educational change. Educational leaders should heed the suggestions of researchers to promote changes within the system to benefit marginalized students. Students' silenced narratives should be considered to promote voice within educational change. The purpose of this narrative research is to explore motivation through the overt and covert narratives of 10th grade English Language Arts students, who self-select higher and lower academic tracks at a large, southeastern United States, public high school through a qualitative unstructured questionnaire. This study also observes 10th grade English Language Arts students' ability to discuss these issues. Using information from a 10-question qualitative, unstructured questionnaire of twelve (12) research participants, this thesis explores the following questions: Research question one (RQ1): What are 10th grade English Language Arts students' attitudes towards higher and lower academic tracks?, Research question two (RQ2): What factors contribute to 10th grade English Language Arts students' motivation to self-select higher and lower academic tracks?
Title: A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes.
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Name(s): Greuel, Audra, Author
Olan, Elsie, Committee Chair
Puig, Enrique, Committee Member
Hewitt, Randall, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore, several research studies developed an outline of positive ways to advocate for a unifying system of educational change. Educational leaders should heed the suggestions of researchers to promote changes within the system to benefit marginalized students. Students' silenced narratives should be considered to promote voice within educational change. The purpose of this narrative research is to explore motivation through the overt and covert narratives of 10th grade English Language Arts students, who self-select higher and lower academic tracks at a large, southeastern United States, public high school through a qualitative unstructured questionnaire. This study also observes 10th grade English Language Arts students' ability to discuss these issues. Using information from a 10-question qualitative, unstructured questionnaire of twelve (12) research participants, this thesis explores the following questions: Research question one (RQ1): What are 10th grade English Language Arts students' attitudes towards higher and lower academic tracks?, Research question two (RQ2): What factors contribute to 10th grade English Language Arts students' motivation to self-select higher and lower academic tracks?
Identifier: CFE0007640 (IID), ucf:52501 (fedora)
Note(s): 2019-08-01
M.Ed.
Community Innovation and Education, School of Teacher Education
Masters
This record was generated from author submitted information.
Subject(s): narrative inquiry -- education -- educational tracking -- English Language Arts -- secondary -- motivation -- deficit narrative
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007640
Restrictions on Access: public 2019-08-15
Host Institution: UCF

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