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Contexts of significance: Case studi...

Andrew, Erika Nielsen.

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Contexts of significance: Case studies of integrated curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Contexts of significance: Case studies of integrated curriculum./
作者:	Andrew, Erika Nielsen.
面頁冊數:	334 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3427.
Contained By:	Dissertation Abstracts International56-09A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9602451

Contexts of significance: Case studies of integrated curriculum.
Andrew, Erika Nielsen.

Contexts of significance: Case studies of integrated curriculum. - 334 p.

Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3427.

Thesis (Ed.D.)--University of California, Berkeley, 1995.

The intent of this research was to systematically study the ways curricular integration, specifically, "all aspects of the industry", a provision in the Carl D. Perkins Vocational and Technical Education Act (Perkins II), was interpreted and implemented by teams of secondary and post secondary teachers from academy or school-within-schools programs. Of particular interest was the extent to which interpretation and implementation varied within and across two teams and the reasons why this was so. Designed around a framework developed by the Center for Research on the Context of Secondary School Teaching (CRC) at Stanford University (McLaughlin and Talbert, 1993), this study highlights the multiple context variables that define teachers' goals and instructional practices.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Contexts of significance: Case studies of integrated curriculum.
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245 1 0 $a Contexts of significance: Case studies of integrated curriculum.
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500 $a Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3427.
500 $a Chair: W. Norton Grubb.
502 $a Thesis (Ed.D.)--University of California, Berkeley, 1995.
520 $a The intent of this research was to systematically study the ways curricular integration, specifically, "all aspects of the industry", a provision in the Carl D. Perkins Vocational and Technical Education Act (Perkins II), was interpreted and implemented by teams of secondary and post secondary teachers from academy or school-within-schools programs. Of particular interest was the extent to which interpretation and implementation varied within and across two teams and the reasons why this was so. Designed around a framework developed by the Center for Research on the Context of Secondary School Teaching (CRC) at Stanford University (McLaughlin and Talbert, 1993), this study highlights the multiple context variables that define teachers' goals and instructional practices.
520 $a This study draws upon data collected from a one year study funded by the Joyce Foundation. Teams of teachers represented both secondary and post secondary institutions, academic and vocational disciplines. Using in-depth interviews, classroom observation, team meetings and teacher written case studies, this study provides new knowledge to the largely unexplored topic of "all aspects of the industry" and further insight into the policy translation process.
520 $a The results showed interpretation and implementation of curricular integration varied tremendously by school team. In both cases, teachers were challenged by collaborative work across subject matter disciplines. Hence, as expected, learning to integrate curriculum was less rationalistic than a team of teachers designing a new program (e.g., beginning with the objectives, to planning and implementation, negotiating philosophical differences along the way). Rather, it was a collision course of competing ideas including a whole host of issues stemming from contextual variables, such as competing reforms (within departments and school-wide); different conceptions of knowledge, pedagogy and purpose; professional obligations to students and subject matter; the weight of history, and teacher resolutions to classroom dilemmas. Rather than establishing models for other practitioners to emulate, I found a variety of responses representing a complicated team reality--a constellation of competing obligations.
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