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Classroom innovation and school chan...

Murata, Roberta Decker.

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Classroom innovation and school change: A curriculum ethnography of a tenth-grade English-art class.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Classroom innovation and school change: A curriculum ethnography of a tenth-grade English-art class./
作者:	Murata, Roberta Decker.
面頁冊數:	276 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-07, Section: A, page: 2436.
Contained By:	Dissertation Abstracts International59-07A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9839218
ISBN:	0591928671

Classroom innovation and school change: A curriculum ethnography of a tenth-grade English-art class.
Murata, Roberta Decker.

Classroom innovation and school change: A curriculum ethnography of a tenth-grade English-art class. - 276 p.

Source: Dissertation Abstracts International, Volume: 59-07, Section: A, page: 2436.

Thesis (Ph.D.)--The University of New Mexico, 1998.

As two high school teachers, my colleague, an art teacher, and I, an English teacher, recognized that curriculum seemed to be moving away from some students' needs. In response, in 1993, we joined together to develop an interdisciplinary sophomore level class that combined English and art in an attempt to connect visual with verbal learning. Foundations for this class were grounded in ideas and practices from the school improvement movement of the 1980's and '90's, which included interdisciplinary/curriculum studies, learning styles research, and multiple intelligences. It was also grounded in my involvement with two school reform initiatives, the Collaboratives Humanities and Arts Teaching (CHART) of the Rockefeller Learning. This team-taught class would apply some of the innovations from these sources. This study reports on the experiences and perceptions of those in the classroom (the teacher researcher, the team teacher, and the students) and the school (administrators, department chairs, and other faculty) over a four-year period, from the inception of English-Art to its development, implementation, and growth from a single course with two teachers into a three-year Humanities program with eight teachers.

ISBN: 0591928671Subjects--Topical Terms:

539262
Education, Secondary.

Classroom innovation and school change: A curriculum ethnography of a tenth-grade English-art class.
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245 1 0 $a Classroom innovation and school change: A curriculum ethnography of a tenth-grade English-art class.
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500 $a Source: Dissertation Abstracts International, Volume: 59-07, Section: A, page: 2436.
500 $a Adviser: Don Zancanella.
502 $a Thesis (Ph.D.)--The University of New Mexico, 1998.
520 $a As two high school teachers, my colleague, an art teacher, and I, an English teacher, recognized that curriculum seemed to be moving away from some students' needs. In response, in 1993, we joined together to develop an interdisciplinary sophomore level class that combined English and art in an attempt to connect visual with verbal learning. Foundations for this class were grounded in ideas and practices from the school improvement movement of the 1980's and '90's, which included interdisciplinary/curriculum studies, learning styles research, and multiple intelligences. It was also grounded in my involvement with two school reform initiatives, the Collaboratives Humanities and Arts Teaching (CHART) of the Rockefeller Learning. This team-taught class would apply some of the innovations from these sources. This study reports on the experiences and perceptions of those in the classroom (the teacher researcher, the team teacher, and the students) and the school (administrators, department chairs, and other faculty) over a four-year period, from the inception of English-Art to its development, implementation, and growth from a single course with two teachers into a three-year Humanities program with eight teachers.
520 $a Three innovations used in this class provide the primary focus for the research: the integration of the two subjects; the teaming of the two teachers; and the use of interdisciplinary portfolios. Qualitative methodologies were employed, principally those of teacher research, not only to explore the perceptions of the participants but also to examine the relationship of practice to theory and classroom innovation to issues of school reform. Because of the attention paid to the details of curriculum and its history within the school context, the study is an eclectic mix of qualitative methodologies.
520 $a Findings in each of the areas of innovation presented in the data chapters are related to issues of power and politics in the school. These are summarized and drawn together in the conclusion. Four main themes emerge: empowerment, skilling, curriculum as a force for change, and territoriality. Further reflections on these themes and their implications for school reform are presented as they influence teachers' and administrators' roles, students, and professional community.
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