Universal Journal of Educational Research Vol. 4(10), pp. 2335 - 2346
DOI: 10.13189/ujer.2016.041012
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Rethinking Tracking Practices: What Teachers Say

Serap Yılmaz Özelçi 1, Meltem Çengel 2,*, Ruken Akar Vural 2, Müfit Gömleksiz 3
1 Faculty of Education, Necmettin Erbakan University, Turkey
2 Faculty of Education, Adnan Menderes University, Turkey
3 Faculty of Education, European University of Lefke, Turkey


Under the different sides of discussion on the tracking, we attempted to understand how teachers and administrators evaluate tracking system in their school. We gathered data from teachers who employed in one of the government mandated schools in west part of Turkey. In this single case study, we collected data from 16 teachers, 1 administrator and 1 school counselor through the semi-structured interviews. The school that we gathered data has long term tracking experience on secondary level. We analyzed the data through a descriptive analyze method and discussed the results under the light of theoretical base. According to the findings, teachers usually define tracking as dividing students according to their abilities, intelligences, academic achievement levels or potential situations. The pros of the applications are improving upper class students' success, while the cons' are some of the psychological side effects and damages on students. Teachers also mentioned that relationship among classes is disconnected. And, usually there is more discipline problems in lower ability group class, while a teacher emphasized that there are different type of discipline problems in different ability classes.

Tracking, Ability Grouping, Primary Curriculum, Turkey

Cite this paper
Serap Yılmaz Özelçi , Meltem Çengel , Ruken Akar Vural , Müfit Gömleksiz . "Rethinking Tracking Practices: What Teachers Say." Universal Journal of Educational Research 4.10 (2016) 2335 - 2346. doi: 10.13189/ujer.2016.041012.