Content as Context: The Role of School Subjects in Secondary School Teaching

Grossman, Pamela L.; Stodolsky, Susan S.

doi:10.2307/1176887

Cited by 97 publications

(81 citation statements)

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“…Research that broadly addresses teachers' attitudes toward different subject areas may help to explain why such a difference exists. According to a survey of subject area teachers conducted by Grossman and Stodolsky (1995), mathematics teachers, when compared to foreign language, English, science, and social studies teachers, most strongly agreed that instruction was effective when students were grouped by ability. Perhaps the significant findings that social perceptions are related to mathematics nominations reflect that the students in question may not have the social support necessary to fit into groups challenged with more advanced work.…”

Section: Teacher Nominationsmentioning

confidence: 99%

“…Perhaps the significant findings that social perceptions are related to mathematics nominations reflect that the students in question may not have the social support necessary to fit into groups challenged with more advanced work. This consideration of content as context, an idea set forth in several pieces of research conducted by Grossman and Stodolsky (Grossman & Stodolsky, 1995;Stodolsky & Grossman, 2000), should be examined to understand how students come to be identified as high achieving in different subject areas. Connecting back to Gagné's frame, it would expand the consideration of subject area as a characteristic of the context in which a specific talent develops.…”

Section: Teacher Nominationsmentioning

confidence: 99%

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The Relation of High-Achieving Adolescents' Social Perceptions and Motivation to Teachers' Nominations for Advanced Programs

Barber

Torney‐Purta

2008

Journal of Advanced Academics

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The discrepancies between test-based and teacher-based criteria of high achievement are well-documented for students of all ages. This study seeks to determine whether certain high school students who score high on tests of academic achievement are more likely than others to be nominated for advanced academic programs by their teachers. Using Gagné's Differentiated Model of Giftedness and Talent as a guide, this study focused on three categories of correlates: social perceptions, individual motivation, and demographic background. Analysis of data from the Educational Longitudinal Study of 2002 revealed separate correlational patterns for nomination to advanced English programs and nomination to advanced math programs. High-achieving English students were more likely to be nominated by teachers for advanced work in the subject if they had high intrinsic motivation to read, if they were female, and if they were not Black. To contrast, high-achieving mathematics students were more likely to be nominated by teachers for advanced work in this subject if they had high math self-efficacy, if they were female, and if their friends did not place high importance on social relationships. Moreover, high-achieving male math students were more likely to be nominated if they had high levels of intrinsic motivation in math and if their friends valued academic goals. These results speak to the importance of considering the context of a particular subject area when deciding on who is eligible for enrollment in advanced programs. They also show a potential bias against poorly motivated male students in subjects that are traditionally male dominated.

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Section: Teacher Nominationsmentioning

confidence: 99%

Section: Teacher Nominationsmentioning

confidence: 99%

The Relation of High-Achieving Adolescents' Social Perceptions and Motivation to Teachers' Nominations for Advanced Programs

Barber

Torney‐Purta

2008

Journal of Advanced Academics

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“…As a result, we know little from recent studies about whether and to what extent organic management has positive effects on teaching and learning in elementary schools. In addition, little research has compared the possible effects of organic management on teacher or student outcomes across different academic subjects, even though a great deal of current research shows that teachers' knowledge, task activities, and methods of resolving technical uncertainties vary greatly depending on the subject matter being taught (Grossman & Stodolsky, 1995;Rowan, 2002a;Spillane & Burch, in press).…”

mentioning

confidence: 99%

Effects of Organic Management on Student Achievement

Miller

Rowan

2006

American Educational Research Journal

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Proponents of school restructuring often promote the purported benefits of professional forms of management that call for staff cooperation and collegiality, teachers' participation in school decision making, and supportive leadership by school principals. A theoretical perspective on organizations known as contingency theory refers to such management patterns as "organic management." This study examined the relationships between organic management and growth in student achievement in elementary and secondary schools. Two national databases were used to estimate a series of three-level growth models of student achievement at the elementary and secondary levels. Results suggested that organic forms of management are not a particularly powerful determinant of student achievement at either of these levels of schooling.

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“…For example, teachers may hold certain orientations toward teaching partly because of their training and exposure to the beliefs of others in their subject field outside of the school (Grossman & Stodolsky, 1995). Thus, these beliefs are partly institutionalized in the subject matter.…”

Section: A General Framework Of Social Contexts In Schoolsmentioning

confidence: 99%

“…As teachers develop understandings of subject matter and expectations for learning, they too encounter institutionalized aspects of schooling that are defined beyond the walls of the school. For example, teachers' approaches to teaching are affected by the subject they teach (Bidwell, Frank, & Quiroz, 1997;Grossman & Stodolsky, 1995), the sector in which they teach (Bryk, Lee, & Holland, 1993), and the values and norms associated with the socioeconomic status of the students they teach (Metz, 1990).…”

mentioning

confidence: 99%

Chapter 5: Quantitative Methods for Studying Social Context in Multilevels and Through Interpersonal Relations

Frank

1998

Review of Research in Education

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Content as Context: The Role of School Subjects in Secondary School Teaching

Cited by 97 publications

References 0 publications

The Relation of High-Achieving Adolescents' Social Perceptions and Motivation to Teachers' Nominations for Advanced Programs

The Relation of High-Achieving Adolescents' Social Perceptions and Motivation to Teachers' Nominations for Advanced Programs

Effects of Organic Management on Student Achievement

Chapter 5: Quantitative Methods for Studying Social Context in Multilevels and Through Interpersonal Relations

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