Ennis, Catherine D., "When Avoiding Confrontation Leads to Avoiding Content: Disruptive Students' Impact on Curriculum," Journal of Curriculum and Supersision, 11 (Winter, 1996), 145-162.


Reports three types of circumstances in 10 urban high schools where teachers say they aren't teaching certain content due to confrontations by students with teachers.

Broad Topical Focus

Curriculum Enactment and Teaching

Source Discipline


Mode of Inquiry in the Study

Ethnographic Inquiry

Type of Study

Single Study

Narrow Topic

Content Selection and Organization, Hidden Curriculum, Curriculum as Environment, Secondary School Curriculum


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