Tobin, K. (1987). Forces which shape the implemented curriculum in high
school science and mathematics. Teaching and Teacher Education, 3,
287-298.
In meta-analysis of 5 qualitative studies from 1984 to 1986, all 33
teachers emphasized the importance of completing the academic work in
higher ability classes. They needed to know the content in grade 10 in
order to succeed in grade 11 and 12. Less pressure to finish the course
with low-abilty grade 10 students because they were unlikely to remain
in school in 11th. Bare-bones course based on textbook. No enjoyment. No
current events. Most cases finished as soon as possible. Then busy work.
Crossword puzzles and films for 80 min each. Planning involved covering
content, not understanding.
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