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ERIC Number: ED214885
Record Type: RIE
Publication Date: 1980
Pages: 55
Abstractor: N/A
Reference Count: 0
Teacher Perceived Sources of Influence on What is Taught in Subject Areas. A Study of Schooling in the United States. Technical Report Series, No. 15.
Klein, M. Frances
Elementary and secondary school teachers were asked to rate the sources that influence their decisions on what they teach in their subject areas. Possible influential sources were identified as: (1) district consultants; (2) state or district recommended textbooks; (3) state curriculum guides; (4) commercially prepared materials; (5) teachers' own background, interests, and experiences; (6) other teachers; (7) students' interests and abilities; (8) parent advisory council; (9) state equivalency exams; (10) district curriculum guides; and (11) teachers' unions. Teachers' subject areas were: (1) the arts; (2) English, reading, and language arts; (3) mathematics; (4) physical education; (5) science; (6) social studies; (7) foreign languages; and (8) vocational/career education. Two sources were reported as having high influence across all subject areas: teachers' own background, interests, and experiences and student interests and abilities. Four sources were rated low in influences across all levels (elementary, junior high/middle, and high school): district consultants; parent advisory councils; state equivalency exams; and teacher unions. Summaries are presented of influential sources on each of the subject areas at each teaching level along with analyses of apparent trends in teachers' responses to the sources. Tables are appended displaying percentages of teachers reporting the degrees of influence by subject area and levels of schooling. (JD)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute for Development of Educational Activities, Dayton, OH.
Authoring Institution: California Univ., Los Angeles. Graduate School of Education
Identifiers: N/A