The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
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.
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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Cited by
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010) · American Educational Research Journal · doi:10.3102/0002831209345157 · Cited by 2,100
Stichwort: Professionelle Kompetenz von Lehrkräften
Baumert, J., & Kunter, M. (2006) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-006-0165-2 · Cited by 1,441
Ryan, A. M., & Patrick, H. (2001) · American Educational Research Journal · doi:10.3102/00028312038002437 · Cited by 1,315
Horn, I. S., & Little, J. W. (2010) · American Educational Research Journal · doi:10.3102/0002831209345158 · Cited by 762
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.3 · Cited by 573
How does it feel? Teachers' emotions in a context of change
Van Veen, K., & Sleegers, P. (2006) · Journal of Curriculum Studies · doi:10.1080/00220270500109304 · Cited by 255
Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom
Staples, M. (2007) · Cognition and Instruction · doi:10.1080/07370000701301125 · Cited by 196
Arens, A. K., Schmidt, I., & Preckel, F. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000313 · Cited by 91
Lai, E., & Lam, C. (2011) · Journal of Education for Teaching · doi:10.1080/02607476.2011.558287 · Cited by 29
Metadata
- Authors
- Stodolsky, S. S., & Grossman, P. L.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1995
- Volume
- 32
- Issue
- 2
- Pages
- 227
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W1987457873
- Cited by
- 285
- References
- 1
- FWCI
- 41.27
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
