A case study of integration and destreaming: teachers and students in an Ontario secondary school respond

Authors: Robertson, Christine L.; Cowell, Barry; Olson, John

Source: Journal of Curriculum Studies, Volume 30, Number 6, 1 November 1998 , pp. 691-717(27)

Publisher: Routledge, part of the Taylor & Francis Group

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The direction that secondary school reform should take has become a contested question in the province of Ontario, Canada, during the 1990s. This case study of one secondary school examines some of the issues surrounding the transition years. Two policies, destreaming and integration, mandatedbythe OntarioMinistryof Education in 1993, and fully implemented by 1995, are examined by means of interview and survey. Administrators, teachers and students commented on the transition from elementary to secondary school. We discuss questions related to destreaming (especially how teachers contend with mixed-ability classes) and integration (with a particular focus on mathematics, science and technology).

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/002202798183396

Publication date: November 1, 1998

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