Susan M Threatt
Biographic Data
| ID | 6487350 |
|---|---|
| NAME | Susan M Threatt |
| GIVEN NAMES | Susan M |
| FAMILY NAME | Threatt |
| SIGNATURE | THREATT S M |
| AFFILIATIONS | University of California, Berkeley |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 1 |
The New Vocationalism and the Contexts of High School Teaching
Theodore Lewis's review prompts three brief responses. First, we accept argument that a crucial context for our empirical work is what Grubb (1995b) has termed the new vocationalism. Second, we argue that an equally important context is one that our article seeks to illuminate and that Lewis steadfastly ignores-the context of teachers' own work amid competing purposes and long-standing traditions of high school teaching. Finally, we attempt to cl…
Work on the Margins
For nearly a century, comprehensive secondary schools in the United States have placed preparation for work among the principal goals they espouse. Most teachers justify their curriculum priorities in light of what students will need for the future; many of these perceived needs are directly or indirectly vocational. Seen this way, the elite boarding schools engaged in preparing for power are as distinctly vocational as an urban magnet school ded…
Work on the Margins
For nearly a century, comprehensive secondary schools in the United States have placed preparation for work among the principal goals they espouse. Most teachers justify their curriculum priorities in light of what students will need for the future; many of these perceived needs are directly or indirectly vocational. Seen this way, the elite boarding schools engaged in preparing for power are as distinctly vocational as an urban magnet school ded…
The New Vocationalism and the Contexts of High School Teaching
Theodore Lewis's review prompts three brief responses. First, we accept argument that a crucial context for our empirical work is what Grubb (1995b) has termed the new vocationalism. Second, we argue that an equally important context is one that our article seeks to illuminate and that Lewis steadfastly ignores-the context of teachers' own work amid competing purposes and long-standing traditions of high school teaching. Finally, we attempt to cl…
Work on the Margins
For nearly a century, comprehensive secondary schools in the United States have placed preparation for work among the principal goals they espouse. Most teachers justify their curriculum priorities in light of what students will need for the future; many of these perceived needs are directly or indirectly vocational. Seen this way, the elite boarding schools engaged in preparing for power are as distinctly vocational as an urban magnet school ded…
The New Vocationalism and the Contexts of High School Teaching
Theodore Lewis's review prompts three brief responses. First, we accept argument that a crucial context for our empirical work is what Grubb (1995b) has termed the new vocationalism. Second, we argue that an equally important context is one that our article seeks to illuminate and that Lewis steadfastly ignores-the context of teachers' own work amid competing purposes and long-standing traditions of high school teaching. Finally, we attempt to cl…
Engineering (2 works) · Innovative Education and Learning Practices (2 works) · Pedagogy (2 works) · Sociology (2 works) · Work (physics (2 works) · Argument (complex analysis (1 work) · Content (measure theory (1 work) · Context (archaeology (1 work) · Education Systems and Policy (1 work) · Educational Theory and Curriculum Studies (1 work)