Abstract
In this article we argue that understanding subject-matter differences among high school teachers is crucial for the analysis and reform of secondary schools. An emerging line of research suggests that high school teachers belong to distinctive subject subcultures; these subcultures are characterized by differing beliefs, norms, and practices. We report findings from surveys and interviews with high school teachers that illustrate salient aspects of subject subcultures. Shared beliefs about the possibilities and constraints posed by different school subjects may complicate efforts to restructure high schools or redesign curriculum.
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