ERIC Number: ED432522
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
What Does School Restructuring Mean for Traditional School Subjects? The Case of Social Studies.
Smith-Crocco, Margaret; Thornton, Stephen J.
Few answers are to be found in the research literature about what happens to traditional academic subjects in school restructuring. This paper provides an analysis of the U.S. social studies curriculum and a description of how it has fared in the public high schools of New York City (NYC). A research project conducted during 1994, 1995, and 1996 investigated the status of social studies in the public high schools of NYC. The paper reports the contrasts uncovered through the survey research, observations, and interviews with teachers and administrators in social studies at both traditional, comprehensive high schools and small, restructured secondary schools. Specifically, it examines the ways in which social studies is being taught in these two types of institutions. Contains 9 notes. (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A