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.

Implications of the olympiad studies for the development of mathematical talent in schools

“…Because of the sequential nature of the material offered in mathematics classes, varying levels of content acquisition and mastery are clearly visible to trained professionals. Secondary mathematics teachers tend to therefore support ability grouping (Grossman & Stodolsky, 1995). The response to ability grouping at the elementary and middle school levels is much more ambivalent.…”

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

“…Fullan and Stiegelbauer (1991) argued that successful change at the individual teacher level reflects three components: provision of materials, strategies (student, class, whole school, community) and beliefs, with teacher beliefs driving the actual change or initiative. The development of productive strategies and beliefs that are amenable to change are arguably built upon access to opportunities to develop good quality knowledge for teaching, such as subject-matter knowledge, pedagogical content knowledge, and knowledge of students and their characteristics, as canvassed in a large corpus of literature about teachers' knowledge (e.g., Feiman-Nemser, 2001;Fenstermacher & Richardson, 2005;Grossman, 1995;Grossman & Stodolsky, 1995;Munby, Russell, & Martin, 2001;Shulman, 1986bShulman, , 1987. With the development of good quality knowledge for teaching, teachers are well-placed to have successful experiences, and in-turn, to develop good self-efficacy and agency for teaching.…”

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…Other methods, such as large-scale observations, individual logs, and case studies may provide a detailed picture of the mechanisms through which leadership practices and teamwork processes affect teachers' engagement in professional activities. Also more in-depth studies may bring to light how VET teachers cope with diversity in their teams, conflict resolution, and the possibility of the emergence of sub cultures (Grossman & Stodolsky, 1995;Grossman, Wineburg, & Woolworth, 2001;Knippenberg, de Dreu, & Homan, 2004;van Veelen, Otten, & Hansen, 2013). The findings from these studies may validate the results found here.…”