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A grounded theory of change to effec...

Barry, Janet Nay.

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A grounded theory of change to effect a curriculum for the twenty-first century.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A grounded theory of change to effect a curriculum for the twenty-first century./
作者:	Barry, Janet Nay.
面頁冊數:	361 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2615.
Contained By:	Dissertation Abstracts International51-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9101857

A grounded theory of change to effect a curriculum for the twenty-first century.
Barry, Janet Nay.

A grounded theory of change to effect a curriculum for the twenty-first century. - 361 p.

Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2615.

Thesis (Ed.D.)--Arizona State University, 1990.

The primary purpose of the study was to develop a stratified hierarchy of meaning structures for curriculum change within a selected school district to meet the demands of ten sociotechnological trends of the twenty-first century. The secondary purpose was to compare the opinions of parents and school staff regarding the importance to students and responsibility of schools to teach various skills associated with the trends.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A grounded theory of change to effect a curriculum for the twenty-first century.
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245 1 2 $a A grounded theory of change to effect a curriculum for the twenty-first century.
300 $a 361 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2615.
500 $a Chair: Harold Hunnicutt.
502 $a Thesis (Ed.D.)--Arizona State University, 1990.
520 $a The primary purpose of the study was to develop a stratified hierarchy of meaning structures for curriculum change within a selected school district to meet the demands of ten sociotechnological trends of the twenty-first century. The secondary purpose was to compare the opinions of parents and school staff regarding the importance to students and responsibility of schools to teach various skills associated with the trends.
520 $a Meaning structures were developed from a grounded theoretical analysis of taped interviews with 22 subjects representing five groups: teachers, administrators, school board members, parents, and community members. Opinions of parents and school staff were determined by discriminant analysis of data obtained through written responses to questionnaires.
520 $a The resulting meaning structure has three levels. Level I consists of three states of curriculum change: the Initial State, Transition State, and Restructured State. Level II consists of the categories within each of the three states. Level III consists of the subcategories within each of the categories of Level II. The Initial State has meaning structures for self, students, others, and current curriculum. The Transition State has three meaning structures: the strategy for transition, the nature of resistance to change, and methods for dealing with specific groups. The Restructured State has ten meaning structures: integration of content, teaming, instructional management, assessment, sequencing, scheduling, staff development, administrator involvement, parent involvement, and community involvement.
520 $a The study's quantitative results augment the strategy for transition by the finding that parents and staff agree on the importance of all listed skills. However, the strategy is differentiated by other findings. First, parents and staff agree that the schools should be more responsible for skills associated with one group of trends and less responsible for skills associated with another group. Second, skills can be ordered by differences in the groups' perceptions of importance and responsibility. These two findings suggest the need for curriculum restructuring efforts that differ in amount, type, and direction, depending upon which curricular areas and stakeholder groups are being addressed.
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