Public Junior High Schools

Paper Summary:

This paper relates that the unwritten or hidden curriculum, which is characterized by informality and lack of conscious planning, is composed of the basic attitudes and abilities valued by society and has changed through time to keep pace with the changes in society. The author stresses that the hidden curriculum is just as necessary as the academic curriculum and is always present within schools. The paper proposes, using a questionnaire directed to public school headmasters and teachers, to uncover the hidden curriculum and to answer the many questions presented in the paper.

From the Paper:

"What do students learn from the hidden curriculum of the classroom of these schools? A historical overview shows us that originally it was simple to unite both curriculums within the classroom from colonial times thru the late 19th century. Hirsch (1987) found an almost total meshing of values within American schools during this time period. Beginning in the late 19th century major changes are found in the education system. Progressive educators such as John Dewey, William Kilpatrick, and Harold Rugg had a broad influence. It was during this time that religious teachings were removed from schools (Ryan, 1987). Vallence, (1973), concluded that this progressivism caused teachers to become uncomfortable with their traditional role of transferring values to students and began to rely on the school environment to be the socializing agent for student development."

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