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The Professional Reading of High School Academic Teachers

Cheryl B. Littman and Susan S. Stodolsky
The Journal of Educational Research
Vol. 92, No. 2 (Nov. - Dec., 1998), pp. 75-84
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27542194
Page Count: 10
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The Professional Reading of High School Academic Teachers
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Abstract

Survey responses from a national sample of 666 teachers of English, mathematics, science, and social studies were used to investigate the extent to which teachers read professional journals, what they read, and connections between reading and other professional development activities. Differences reading activity across subject areas were also examined. Approximately half the teachers reported reading at least 1 professional journal, but results varied by subject taught. Most teachers read subject-matter journals in contrast with general education publications. Readers were more likely to be professionally active (belong to a professional organization and know about subject-area reforms) than nonreaders. A smaller proportion of social studies teachers than teachers of other school subjects reported reading professional journals and affiliating with professional associations.

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