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The Contexts of Teaching in Secondary Schools: Teachers' Realities


reviewed by Gary Sykes 1992

coverTitle: The Contexts of Teaching in Secondary Schools: Teachers' Realities
Author(s): ilbrey W. McLaughlin, Joan E. Talbert, Nina Bascia
Publisher: Teachers College Press, New York
ISBN: 0807730262, Pages: , Year: 1990
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“The subject matters” and “the context counts” may be the defining aphorisms for current research in education. Not surprisingly, when the federal government planned its latest round of research centers, the focus at the elementary level was on the teaching and learning of subject matter, and at the secondary level, on the context of schooling. Chapters in the volume under review originated as planning papers for the Center for Research on the Context of Secondary School Teaching, located at Stanford University. There is both a political and a research logic discernible in the emergence of context as a leading concept. The popular version of the 1966 Coleman report, that “schools don’t make a difference,” cast gloom over the educational firmament. The sun reappeared with the Effective Schools research, particularly Michael Rutter’s justly renowned Fifteen Thousand Hours.1 This line of work demonstrated that some schools matter and touched off a search... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 94 Number 2, 1992, p. 441-443
http://www.tcrecord.org ID Number: 205, Date Accessed: 12/16/2017 2:19:06 AM

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