By Reba Page, Linda Valli
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Extra resources for Curriculum Differentiation: Interpretive Studies in U.S. Secondary Schools
The horizontal curriculum comprises the various subjects taught for credit across and within departments: mathematics, French, Russian, English I, typing, home economics, Shakespeare, Creative Writing, the Modern Novel, and so forth. The curriculum is differentiated by subject. The more extensive the horizontal curriculum the more likely it is that students will receive school knowledge quite different from one another. Another way of differentiating school knowledge is through the vertical curriculum: subjects are taught at various levels of difficulty.
Here, a student in the class notes explicitly the oddities of Mr. Bradley's mapping of the world in the "story" of the six characters. < previous page page_43 If you like this book, buy it! next page > < previous page cover-0 next page > Curriculum Differentiation < previous page cover-0 If you like this book, buy it! next page > < previous page page_45 next page > Page 45 Chapter 3 A Curriculum of Effort: Tracking Students in a Catholic High School Linda Valli Curriculum differentiation can be described a number of ways.
Indeed, in the third position, students are out-of-the-order of conventional classroom discourse and a respondent's role. Thus, when teachers say that arguments give unequal and unfair amounts of floor time to a few students, lead to "free-for-alls" and "crushed feelings," or sidetrack coverage of the lesson, their perceptions are not simply up-tight, imagined, or authoritarian personality defects. Their perceptions have a real, if largely unconscious, basis in the structure of classroom talk. Contrarily, in the view of students operating from within a disagreement structure, students are legitimately engaging with the lesson's content because, in a disagreement, one must occupy the third position to make the counter-assertion.