Tracking remains a pervasive sorting mechanism in US high schools. Anthony Giddens’s theory of structuration provides a useful framework for understanding how tracking is enacted and how its inequities might be interrupted. This study examines whether teachers reify tracks by systematically structuring generative rules differently for students in low and high tracks. Using the Classroom Assessment Scoring System, we observed 26 teachers in low- and high-track classrooms in spring 2012. We found that teachers, on the whole, structured generative rules that communicated lower expectations and provided less support to students in low-track classes than they did to those in high-track classes. However, we also found that a small number of teachers structured supportive environments for low-track students, suggesting implications for the transformation points of tracking.

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跟踪的结构：教师带领低和高跟踪班的教学实践

跟踪仍然是美国高中普遍存在的分类机制。Anthony Giddens 的结构化理论提供了一个有用的框架，用于理解跟踪是如何制定的以及它的不公平可能如何被中断。本研究检查教师是否通过系统地为低年级和高年级学生构建不同的生成规则来具体化课程。使用课堂评估评分系统，我们在 2012 年春季观察了 26 名低年级和高年级班级的教师。我们发现，总体而言，教师的结构化生成规则传达了较低的期望，并且对低年级班级的学生提供的支持较少比他们对高轨道班的人所做的。然而，我们也发现少数教师为低年级学生构建了支持性环境，