ERIC Number: ED307991
Record Type: RIE
Publication Date: 1988
Hidden Curriculum: The Elusive Side of Classroom Life in First Grade.
Basic qualitative research was conducted in classrooms of two teachers in order to examine the nature of their enacted curriculum. Hidden curriculum was investigated as one component of the enacted curriculum in the two classrooms. One teacher taught a regular first grade class, and the other taught a class of developmentally handicapped children 7 and 8 years of age. Data obtained from field notes on classroom observations, interviews, audiotapes, teacher lesson plans and other artifacts were analyzed inductively in a search for regularities, patterns, and themes. Findings indicated that students in each classroom had opportunities to learn via a powerful hidden curriculum, which was transmitted through types of activity structures, time structures, physical space arrangements, and teacher behavior. Since hidden curriculum was embedded in tasks within these structures, it was part of many daily occurrences in the two classrooms. Findings suggest that teachers teach much more than academic content, and must understand that they convey norms, values, and behaviors in very subtle ways. Since hidden curriculum is teacher-driven in classrooms, it is imperative that teachers be aware of it so that they make sound judgments about what they want to convey. Implications of the findings for educational practice are discussed. (RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A