NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED020588
Record Type: RIE
Publication Date: 1968-May
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE TEACHER SUBCULTURE AND CURRICULUM CHANGE.
WILLOWER, DONALD J.
THIS FACULTY SEMINAR PAPER VIEWS THE SCHOOL AS A SMALL SOCIETY OPERATING WITHIN A FRAMEWORK OF NORMS AND ROLES. TO DETERMINE THE PRIMARY FEATURES OF THE TEACHER SUBCULTURE, A 14-MONTH FIELD STUDY WAS CONDUCTED IN A JUNIOR HIGH SCHOOL, AND OBSERVATIONS OF TEACHER SOCIALIZATION AND PUPIL CONTROL WERE COMPARED FOR SCHOOLS FOLLOWING CUSTODIAL AND HUMANISTIC PUPIL CONTROL IDEOLOGIES. SUPPORTED PREDICTIONS INCLUDE--(1) TEACHERS ARE MORE CUSTODIAL IN PUPIL CONTROL THAN PRINCIPALS OR COUNSELORS, (2) SECONDARY SCHOOL TEACHERS AND PRINCIPALS ARE MORE CUSTODIAL THAN THEIR ELEMENTARY SCHOOL COUNTERPARTS, AND (3) INCREASED CUSTODIALISM ACCOMPANIES TEACHER SOCIALIZATION. IN ITS WIDER SOCIAL SETTING THE SCHOOL IS CONCERNED WITH COMMUNITY SUPPORT, A REPUTATION FOR INNOVATION, AND SPECIALIZATION TO MAKE ENVIRONMENTAL CONFLICT LESS BURDENSOME. WHILE CURRICULUM CHANGE IS TRADITIONALLY REGARDED AS A RESPONSIBILITY OF A TEACHERS' CURRICULUM COMMITTEE, RESULTS ARE USUALLY MINIMAL BECAUSE OF THE NORMATIVE ASPECTS OF THE SCHOOL AS A SOCIAL SYSTEM. EFFECTIVE CURRICULUM CHANGE EMANATES MORE CLEARLY FROM PRIVATE AND PUBLIC SOURCES OPERATING OUTSIDE THE SYSTEM OF CONSTRAINTS THAT DETER SCHOOL PERSONNEL. THIS PAPER WAS PRESENTED AT A FACULTY SEMINAR (TEMPLE UNIVERSITY, PHILADELPHIA, MAY, 1968). (JK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Pennsylvania (Philadelphia)