Abstract
Ragland (1992) reported on the state of high school psychology using data collected in 1986 through 1987. Her results suggested that many teachers of high school psychology were not adequately trained to teach the course and that the content of these courses often did not accurately reflect the current state of the field of psychology. Since that time, however, high school psychology has undergone several changes. The purpose of this article is to describe the changes as well as the potential impact of these changes on the teaching of high school psychology.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
