The Impact of Subject Matter on Curricular Activity
An Analysis of Five Academic Subjects
Datos Bibliográficos
| ID | 8222913 |
|---|---|
| Autores | Susan S Stodolsky (University of Chicago, autor de correspondencia), Pamela L Grossman (University of Washington) |
| Año | 1995 |
| Volumen | 32 |
| Número | 2 |
| Páginas | 227-249 |
| Fecha de publicación | 1995-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Educational Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312032002227 |
| OpenAlex | W1987457873 |
| Idioma | EN |
| Citas recibidas | 64 |
| Referencias citadas | 16 |
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
Academic achievement · Curriculum · Foreign language · Library science · Mathematics education · Pedagogy · Perception · Sociology · Standardization · Subject (documents · Subject matter · Computer Science · Education and Critical Thinking Development · Education Practices and Evaluation · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology · Teacher Education and Leadership Studies
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| Obras citantes distintas | 62 |
|---|---|
| Citas por año | 2,06 |
| Intervalo de citas | 1995 - 2025 (31) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 62 |