Rethinking advanced high school coursework. Tackling the depth/breadth tension in the AP US Government and Politics course.

Autor/inn/en	Parker, Walter; Mosborg, Susan; Bransford, John; Vye, Nancy; Wilkerson, John; Abbott, Robert
Titel	Rethinking advanced high school coursework. Tackling the depth/breadth tension in the AP US Government and Politics course.
Quelle	In: Journal of curriculum studies, 43 (2011) 4, S. 533-559Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2011.584561
Schlagwörter	Pädagogik; High School; Lernen; Curriculum; Projekt; Politik; Regierung; Innovation; USA
Abstract	This paper reports a design experiment that attempted to strike a balance between coverage and learning in an exam-oriented, college-preparatory, high school course-Advanced Placement (AP) US Government and Politics. Theoretically, the study provides a conceptual framework for penetrating the depth/breadth tension in such courses, which are known for coverage and perhaps 'rigour', but lag behind contemporary research on how people learn and what learning is. Methodologically, the paper details a mixed-methods study of an alternative approach to AP coursework, conducted with 314 students across three high schools. First-year findings indicate that a course of semi-repetitive, content-rich project cycles can lead to same or higher scores on the AP exam along with deeper conceptual learning, but that attention is needed to a collateral problem: orienting students to a new kind of coursework.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1