The Impact of Subject Matter on Curricular Activity: An Analysis of Five Academic Subjects

Stodolsky, Susan S.; Grossman, Pamela L.

doi:10.2307/1163430

Cited by 62 publications

(82 citation statements)

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“…These results are thus in line with our assumption that homework situations are less structured in a given subject domain, and thus more heterogeneous than more narrowly defined and closely monitored classroom activities. These findings are also consistent with empirical findings on differences in within-domain relations due to heterogeneity in domain content (e.g., mathematics vs. English classes; see Stodolsky & Grossman, 1995, 2000.…”

Section: Discussionsupporting

confidence: 90%

“…Previous research further demonstrates that relations between constructs are stronger in narrowly defined situational contexts that are relatively homogeneous in nature (e.g. mathematics as compared to English classes; Goetz, Cronjaeger, et al, 2010;; see also Stodolsky & Grossman, 1995, 2000. Goetz et al (2007) found significantly stronger within-domain emotion relations in the domain of mathematics that is assumed to be rather homogeneous with regard to subject matter, as compared to a language domain (German) in which the content is considerably more varied.…”

Section: Homework and Classroom Emotions: Self-concept And Achievemenmentioning

confidence: 82%

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Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

Goetz

Nett

Martiny

et al. 2012

Learning and Individual Differences

174

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In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.

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Section: Discussionsupporting

confidence: 90%

Section: Homework and Classroom Emotions: Self-concept And Achievemenmentioning

confidence: 82%

Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

Goetz

Nett

Martiny

et al. 2012

Learning and Individual Differences

174

View full text Add to dashboard Cite

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“…It is important to take this into account in the implementation of reforms in order to reduce the risk of emotional exhaustion (e.g., Van Veen and Sleegers 2006). Differences in teachers' professional orientation concerning, for example, the goal of education and the focus of their teaching has been found in many studies (e.g., Stodolsky and Grossman 1995;Van Veen et al 2001). This is in line with our finding that suggests that subject and class teachers differed from each other in their perceived professional agency in terms of the reform.…”

Section: Ube Reform As a Context For Teachers' Professional Agencysupporting

confidence: 92%

Do comprehensive school teachers perceive themselves as active professional agents in school reforms?

2011

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This article focuses on exploring comprehensive school teachers' professional agency in the context of the most recent school reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises on which teachers view themselves and their work in terms of developing their own school, catalyzed by the national school reform. Teachers' perceptions and the relation between their perceptions of the development work and their educational backgrounds were empirically examined by means of essays entitled ''Remembering the Future.'' Results suggested that both teachers' perceptions of undivided basic education and their perceptions of themselves in the development process varied considerably. Further investigation showed that teachers' perceptions of the reform and of themselves within the reforms were interrelated. More specifically, perceiving oneself as an active subject in the development work seemed to promote a holistic and functional perception of the object of the development. On the basis of the results, it seems that as highly educated professionals, teachers were very capable of identifying and analyzing what should be changed in schools and/or the school districts. However, a challenge for the teachers' active professional agency in educational reforms seems to be the lack of shared and informed assumptions of how change can be brought about.

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“…To minimize the possibility of disciplinary effects (cf. Stodolsky & Grossman, 1995), we only interviewed supervisors from the language and culture departments. In both samples, supervising meetings were held mostly twice a month, but for an average of two hours in groups for the Chinese respondents, and an average of half an hour individually for the Dutch.…”

Section: Participants and Samplingmentioning

confidence: 99%

The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors

Rijst

Veen

et al. 2016

Higher Education Research & Development

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The number of international Chinese students enrolled in research programmes in Western universities is growing. To provide effective research supervision to these students, it is helpful to understand the similarities and differences in the supervision process between the host country and their home country. We explored which learning outcomes supervisors of master's theses aim for in two cultures, China and the Netherlands, and how they help their students to achieve these learning outcomes. Semistructured interviews with 10 Chinese and 10 Dutch supervisors revealed, besides a strong resemblance, some clear differences between the two groups. For example, the Chinese supervisors aim to prepare their students for future jobs and use explicit assessment and regulation to monitor student progress, while the Dutch supervisors aim to enhance student well-being and use implicit regulation, emotional support and frequent posing of questions to facilitate student learning. Implications for crosscultural and international education are provided. ARTICLE HISTORY

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The Impact of Subject Matter on Curricular Activity: An Analysis of Five Academic Subjects

Cited by 62 publications

References 0 publications

Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

Do comprehensive school teachers perceive themselves as active professional agents in school reforms?

The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors

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