Showing papers by "Pam Grossman published in 1995"

Content as Context: The Role of School Subjects in Secondary School Teaching:

Abstract: In this article we argue that understanding subject-matter differences among high school teachers is crucial for the analysis and reform of secondary schools. An emerging line of research suggests that high school teachers belong to distinctive subject subcultures; these subcultures are characterized by differing beliefs, norms, and practices. We report findings from surveys and interviews with high school teachers that illustrate salient aspects of subject subcultures. Shared beliefs about the possibilities and constraints posed by different school subjects may complicate efforts to restructure high schools or redesign curriculum.

The Impact of Subject Matter on Curricular Activity: An Analysis of Five Academic Subjects

Abstract: This article tests a framework connecting features of subject matter with curricular activities among high school teachers of five academic subjects. Using survey responses, it compares the conceptions of subject matter (defined, static, sequential) and curricular activities (coordination, coverage, consensus on content, standardization, course rotation, etc.) of English, social studies, science, math, and foreign language teachers from 16 high schools. Teachers differ in their perceptions of their subjects as defined, sequential, and static. For example, math and foreign language teachers score higher on those features than other teachers. In turn, certain curricular activities seem to differ depending on subject features. For example, in sequential subjects, teachers report more coordination with colleagues and more press for coverage of content than in less sequential subjects. Implications for research and policy are presented.

Subject-Matter Differences in Secondary Schools: Connections to Higher Education.

Abstract: A study of the role of subject matter in shaping high school teachers' beliefs, curricular concerns, and instructional practices complements studies of the disciplines in higher education and suggests implications for research and practice.