Knowledge definition, subject, and educational track level: Perceptions of secondary school teachers

American Educational Research Journal

Volumn 37, Issue 4, 2000, Pages 1027-1058

  De Brabander, Cornelis J ^a  

^a LEIDEN UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034550549     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/000283120370041027     Document Type: Article

References (37)

1. Ball, S. J. (1981). Beachside Comprehensive, a case study of secondary schooling. Cambridge: Cambridge University Press.
2. Ball, S. J. (1987). The micropolitics of the school. London: Methuen.
3. Ball, S. J., & Lacey, C. (1984). Subject disciplines as the opportunity for group action: A measured critique of subject subcultures. In A. Hargreaves & P. Woods (Eds.), Classrooms and staffrooms (pp. 232-244). Milton Keynes: Open University Press.
4. Berlak, A., & Berlak, H. (1981). Dilemmas of schooling. Teaching and social change. London: Methuen.
5. Bernstein, B. (1971). On the classification and framing of educational knowledge. In M. F. D. Young (Ed.), (1971). Knowledge and control. New directions for the sociology of education. London: Collier MacMillan.
6. Brownhill, R. (1983). Education and the nature of knowledge. London: Croom Helm.
7. Centraal Bureau voor de Statistiek [Central Bureau for Statistics] (1990). Statistisch jaarboek [Statistical Yearbook] 1990. Den Haag: SDU.
8. de Brabander, C. J. (1990). Stratificatie van kennis: de analyse van opvattingen onder docenten in her voortgezet onderwijs. [Stratification of knowledge: the analysis of beliefs among teachers in secondary education.] Doctoral dissertation, Leiden, Centre for the Study of Education and Instruction, Leiden University.
9. de Brabander, C. J. (1993). Subject conceptions of teachers and school culture. In F. K. Kieviet & R. Vandenberghe (Eds.), School culture, school improvement & teacher development (pp. 77-107). Leiden: DSWO Press.
10. de Brabander, C. J. de, & van den Bos, P. J. P. (1992). Onderwijsniveau en vakconcept. Ideaalbeelden over het eigen vak van docenten Nederlands in het voortgezet onderwijs. [Educational track level and subject concept. Idealized images of their subject of teachers of Dutch language in secondary education.] Pedagogische Tijdschrift, 17, 247-269.
11. Esland, G. M. (1971). Teaching and learning as the organization of knowledge. In: M. F. D. Young, (Ed.) (1971). Knowledge and control. New directions for the sociology of education. London: Collier MacMillan.
12. Ewert, G. D. (1991). Habermas and education: A comprehensive overview of the influence of Habermas in educational literature. Review of Educational Research, 61, 345-378.
13. Gifi, A. (1983). Princals. Leiden: Department of Data Theory, University of Leiden.
14. Grossman, P. L., & Stodolsky, S. S. (1994). Considerations of content and the circumstances of secondary school teaching. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 20, pp. 179-221). Washington, DC: American Educational Research Association.
15. Grossman, P. L. & Stodolsky, S. S. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24 (8), 5-11,23.
16. Hammersley, M. (1977). Teacher perspectives. Unit 9 and 10. E202 Schooling and Society. Milton Keynes: The Open University Press.
17. Hargreaves, A. (1996). Revisiting voice. Educational Researcher, 25 (1), 12-19.
18. Hofer, B. K., & Pintrich, P. R. (1977). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
19. Korthals, M. (1983). Filosofie en intersubjectiviteit [Philosophy and intersubjectivity]. Een kritische inleiding in de systematische filosofie [A critical introduction to systems of philosophy]. Alphen aan den Rijn: Samsom.
20. Lortie, D. C. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.
21. McLaughlin, M. W., & Talbert, J. E. (1993). Contexts that matter for teaching and learning. Strategic opportunities for meeting the nation's educational goals. Stanford: Center for Research on the Context of Secondary School Teaching, Stanford University.
22. McLaughlin, M. W., & Talbert, J. E. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation's educational goals. Stanford, CA: Stanford University, Center for Research on the Context of Secondary School Teaching.
23. Matthijssen, M. A. J. M. (1982). De elite en de mythe. [Elite and myth.] Een sociologische analyse van de strijd om onderwijsverandering. [A sociological analysis of the struggle for educational change.] Deventer: Van Loghum Slaterus.
24. Oakes, J. (1985). Keeping track: How schools structure inequality. London: Yale University Press.
25. Rosenholtz, S. J. (1985). Effective schools: interpreting the evidence. American Journal of Education, 93, 352-388.
26. Siskin, L. S. (1991). Departments as different worlds: subject subcultures in secondary schools. Educational Administration Quarterly, 27, 134-160.
27. Siskin, L. S. (1994). Realms of knowledge: Academic departments in secondary Schools. London: The Falmer Press.
28. Stodolsky, S. S. (1993). A framework for subject matter comparisons in high schools. Teaching & Teacher Education, 9, 333-346.
29. Stodolsky, S. S., & Grossman, P. L. (1992, April). Subject matter as context. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
30. Stodolsky, S. S., & Grossman, P. L. (1995). The impact of subject matter on curricular activity: an analysis of five academic subjects. American Educational Research Journal, 32, 227-249.
31. Therborn, G. (1980). The ideology of power and the power of ideology. London: Verso.
32. van de Geer, J. P. (1988). Analyse van kategorische gegevens. [Analysis of categorical data]. Deventer: Van Loghem Slaterus.
33. Vandenberghe, R. (1995, October). Het 'vak' als context: een onderzoek bij leerkrachten secundair onderwijs. ['Subject' as context: an investigation among teachers of secondary education]. Paper gepresenteerd tijdens het eerste V.F.O.O.-congres [Paper presented at the First V.F.O.O. Congress], Gent.
34. Woods, P. (1983). Sociology and the school - An interactionist viewpoint. London: Routledge & Kegan Paul.
35. Young, M. F. D. (1971). An approach to the study of curricula as socially organized knowledge. In M. F. D. Young (Ed.), Knowledge and control. New directions for the sociology of education. London: Collier MacMillan.
36. Zeichner, K. M., & Tabachnick, B. R. (1985). The development of teacher perspectives: Social strategies and institutional control in the socialization of beginning teachers. Journal of Education for Teaching, 11, 1-25.
37. Zeiher, H. (1973). Gymnasiallehrer und Reformen. ['Gymnasium' teachers and innovation.] Eine empirische Untersuchung über Einstellungen zu Schule und Unterricht [An empirical investigation of attitudes on school and instruction.]. Veröffentlichungen aus dem Projekt Schulleistung, Band I. Stuttgart: Ernst Klett Verlag.