ABSTRACT

This study examines teachers’ justifications for their student sorting decisions in two Israeli secondary schools. Combining descriptive statistics and micro-ethnographic discourse analysis of 281 audio-recorded discussions, the study offers a new perspective on tracking’s multiple social and organizational functions: providing students’ needs, rewarding and punishing students, satisfying teachers’ emotional needs, and efficiently using school resources. Most of the justifications were related to students’ needs (43%) and reciprocity issues (37%), with productivity justifications (20%) appearing less frequently. The study points in particular to teacher emotions as a key factor in the tension between formal sorting requirements and teachers’ sorting practices.

摘要

本研究考察了以色列两所中学教师对其学生分类决定的理由。该研究结合对281个录音讨论的描述性统计和微观民族志话语分析，为跟踪的多种社会和组织功能提供了新的视角：满足学生的需求、奖惩学生、满足教师的情感需求以及有效利用学校资源。大多数理由与学生的需求（43%）和互惠问题（37%）有关，生产力理由（20%）出现的频率较低。该研究特别指出，教师情绪是正式分类要求与教师分类实践之间紧张关系的关键因素。