Philip W. Jackson was an educational researcher at the University of Chicago whose 1968 book Life in Classrooms drew on observation in a handful of elementary schools and launched a generation of qualitative studies of schools and teachers work. The book captured what was consciously and unconsciously being taught and learned in teacher and student interactions, and it is where Jackson coined the phrase hidden curriculum, the informal lessons taught in and by schooling, such as taking turns, obeying and being patient, that often go unnoticed by all participants yet have to be learned. His former student and colleague Elliot Eisner recalled the opening chapter on the daily grind as unforgettable.
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Source Larry Cuban blog: Life in Classrooms and Philip Jackson
Theories Developed
Source Larry Cuban blog: Life in Classrooms and Philip Jackson
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Larry Cuban blog: Life in Classrooms and Philip Jackson
Paragraph 5
Jackson’s Life in Classrooms launched a generation of qualitative studies of schools and teacher work that captured the sensibilities of teacher/student interactions within schools and what was consciously and unconsciously being taught and learned.
Theories Developed: Hidden curriculum, Paragraph 6
And it was Jackson who coined the phrase “ hidden curriculum, ” the informal lessons taught in school (and by schooling) that often went undetected by all participants but had to be learned nonetheless (e.g. taking turns, obeying, being patient).
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