When first published this book was one of the first collections of
empirical research in the area of the knowledge transmitted in
schools and the responses of students to it. It includes studies of
the histories of particular school subjects and of how the
knowledge they embody is presented in the classroom. Attention is
also given to the effects of gender stereotypes among teachers and
pupils, both on pupils' selection of courses to study and on their
reactions to particular subjects in the classroom. The other major
topic in this collection is the way external examinations shape the
nature of the school curriculum and how it is taught. There are
studies of how pupils and teachers adapt to the exam system, and of
how that system and its role in the accountability of schools, have
changed in recent years. The articles collected here throw into
relief important aspects of what is taught in schools, and they do
this on the basis of a solid foundation of empirical research.
General
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