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When first published this book was one of the first collections of empirical research in the area of the knowledge transmitted in schools and the responses of students to it. It includes studies of the histories of particular school subjects and of how the knowledge they embody is presented in the classroom. Attention is also given to the effects of gender stereotypes among teachers and pupils, both on pupils' selection of courses to study and on their reactions to particular subjects in the classroom. The other major topic in this collection is the way external examinations shape the nature of the school curriculum and how it is taught. There are studies of how pupils and teachers adapt to the exam system, and of how that system and its role in the accountability of schools, have changed in recent years. The articles collected here throw into relief important aspects of what is taught in schools, and they do this on the basis of a solid foundation of empirical research.
List of contents
Introduction; School Subjects; Chapter 1 Preparing to Write in Further Education, Dorothy Douglas, Barnes; Chapter 2 English: A Curriculum for Personal Development?, Caroline St John-Brooks; Chapter 3 A Subject of Privilege: English and the School Curriculum 1906–35, Stephen J. Ball; Chapter 4 Defining and Defending the Subject: Geography versus Environmental Studies, Ivor Goodson; Chapter 5 One Spell of Ten Minutes or Five Spells of Two…? Teacher-Pupil Encounters in Art and Design Education, Les Tickle; Chapter 6 The Teaching of Art and the Art of Teaching: Towards an Alternative View of Aesthetic Learning, David H. Hargreaves; Gender and the Curriculum; Chapter 7 Gender and Curriculum Choice: A Case Study, Teresa Graton, Henry Miller, Lesley Smith, Martin Vegoda, Richard Whitfield; Chapter 8 Gender and the Sciences: Pupils’ Gender-Based Conceptions of School Subjects, Lynda Measor; Examinations, Accountability and Assessment; Chapter 9 The Hidden Curriculum of Examinations, Glenn Turner; Chapter 10 Teachers' School-Based Experiences of Examining, John Scarth; Chapter 11 *This chapter is based on a paper delivered at St Hilda's College, Oxford on 22 September 1981; it has been revised to take account of developments up to November 1982., Richard Bowe, Geoff Whitty; Chapter 12 Assessment Constraints on Curriculum Practice: A Comparative Study, Patricia Broadfoot;
About the author
Edited by Hammersley, Martyn; Hargreaves, Andy
