The Impact of Subject Matter on Curricular Activity: An Analysis of Five Academic Subjects
The Impact of Subject Matter on Curricular Activity: An Analysis of Five Academic Subjects
复制标题
主题对课程活动的影响：五个学术主题的分析
DOI：
10.3102/00028312032002227
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发表时间：
1995
影响因子：
3.6
通讯作者：
P. Grossman
中科院分区：
文献类型：
--
作者：
S. Stodolsky;P. Grossman
本文测试了一个将主题特征与五个学科的高中教师的课程活动联系起来的框架。它利用调查回复，比较了来自 16 所高中的英语、社会研究、科学、数学和外语教师的主题概念（定义、静态、顺序）和课程活动（协调、覆盖、内容共识、标准化、课程轮换等）。教师对学科的定义、顺序和静态的看法各不相同。例如，数学和外语教师在这些特征上的得分高于其他教师。反过来，某些课程活动似乎根据学科特征而有所不同。例如，在顺序科目中，与顺序较少的科目相比，教师与同事之间的协调更多，对内容覆盖的压力也更大。提出了对研究和政策的影响。
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.