Exceptional Spaces: Diverse Learning Environments in a Public High School
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| Title: | Exceptional Spaces: Diverse Learning Environments in a Public High School |
|---|---|
| Language: | English |
| Authors: | Karlyn J. Gorski (ORCID |
| Source: | American Educational Research Journal. 2026 63(3):575-610. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B140048 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Public Schools, High Schools, High School Students, Regular and Special Education Relationship, Special Education, Gifted Education, Advanced Placement Programs, Classroom Environment, Teacher Student Relationship, Student Experience, Teaching Styles, Labeling (of Persons), Environmental Influences, Classroom Communication |
| Geographic Terms: | Illinois (Chicago) |
| DOI: | 10.3102/00028312261423530 |
| ISSN: | 0002-8312 1935-1011 |
| Abstract: | Across differentiated course levels, teachers create distinct learning environments through their interactional dynamics, rule enforcement, and pedagogical techniques. In this study, I compared students' experiences in "regular" classes with those geared toward "exceptional learners" in a large public high school. I found that teachers emphasized rigid rule enforcement and rote learning in regular classes while creating spaces characterized by flexibility, collaboration, and permissiveness in classes intended for exceptional learners. These patterns held both in classes intended for students perceived to have exceptional academic abilities (Advanced Placement classes) and in those perceived to have exceptional social needs (a grouping known as "the Block"). These findings show how labeling shapes the organization of work in schools, demonstrating the sociospatial dimensions of academic differentiation. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1505176 |
| Database: | ERIC |
| Abstract: | Across differentiated course levels, teachers create distinct learning environments through their interactional dynamics, rule enforcement, and pedagogical techniques. In this study, I compared students' experiences in "regular" classes with those geared toward "exceptional learners" in a large public high school. I found that teachers emphasized rigid rule enforcement and rote learning in regular classes while creating spaces characterized by flexibility, collaboration, and permissiveness in classes intended for exceptional learners. These patterns held both in classes intended for students perceived to have exceptional academic abilities (Advanced Placement classes) and in those perceived to have exceptional social needs (a grouping known as "the Block"). These findings show how labeling shapes the organization of work in schools, demonstrating the sociospatial dimensions of academic differentiation. |
|---|---|
| ISSN: | 0002-8312 1935-1011 |
| DOI: | 10.3102/00028312261423530 |
