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Curriculum and curriculum development as inquiry.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Curriculum and curriculum development as inquiry./
作者:	Bintz, William Paul.
面頁冊數:	1 online resource (513 pages)
附註:	Source: Dissertations Abstracts International, Volume: 57-10, Section: A.
Contained By:	Dissertations Abstracts International57-10A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9614532click for full text (PQDT)
ISBN:	9798209268239

Curriculum and curriculum development as inquiry.
Bintz, William Paul.

Curriculum and curriculum development as inquiry. - 1 online resource (513 pages)

Source: Dissertations Abstracts International, Volume: 57-10, Section: A.

Thesis (Ph.D.)--Indiana University, 1995.

Includes bibliographical references

The purpose of this study was to collaboratively create curriculum, and was based on the following question: What can be learned about curriculum and curriculum development through the utilization of a curricular framework in which interrelated curricular engagements are used as assessment potentials for making theoretically consistent curricular decisions about learners and learning? The curricular framework functioned as an organizational device to support learners in using reading, writing, and art as engagements to learn, and provide teachers with assessment potentials for making more informed and theoretically consistent curricular decisions in the classroom. Curricular engagements included write-alongs, sketch to stretch, cloning an author, freewriting, and literature circles. Data collection and data analysis were grounded in qualitative research methodology, and driven by social constructivist and ethnographic perspectives. Human and non-human data sources were used. Human sources totaled 103 informants (10 teachers, 77 students, 15 parents, 1 Director). Non-human sources included historical artifacts and school brochures. Data collection procedures included fieldwork, participant interpretation, unstructured interview, journal writing, photography, audio-video taping, and anecdotal record keeping. Data was analyzed using the constant comparative method. Based on data analysis, this study offers a model of curriculum as inquiry that highlights four new relationships: (1) between curriculum and assessment in which both are conceptualized as potentials for inquiry, (2) between curriculum as inquiry and a cultural ecology of schooling in which the latter is conceptualized as a theoretically consistent system of values across five dimensions: intentional, structural, curricular, pedagogical, evaluative, (3) between curriculum as inquiry and a socio-historical context of schooling in which the latter is conceptualized as a system of values that reflect the most current curricular worlds of teachers and students, and (4) between curriculum as inquiry and underlying learning processes in which the latter are conceptualized as different ways of situated knowing. This model of curriculum as inquiry is then situated within a larger model of education that supports diversity and a theory of learning that highlights difference. Implications are raised for using curriculum as inquiry as a potential for repositioning ourselves as teachers and learners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209268239Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

semioticsIndex Terms--Genre/Form:

542853
Electronic books.

Curriculum and curriculum development as inquiry.
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520 $a The purpose of this study was to collaboratively create curriculum, and was based on the following question: What can be learned about curriculum and curriculum development through the utilization of a curricular framework in which interrelated curricular engagements are used as assessment potentials for making theoretically consistent curricular decisions about learners and learning? The curricular framework functioned as an organizational device to support learners in using reading, writing, and art as engagements to learn, and provide teachers with assessment potentials for making more informed and theoretically consistent curricular decisions in the classroom. Curricular engagements included write-alongs, sketch to stretch, cloning an author, freewriting, and literature circles. Data collection and data analysis were grounded in qualitative research methodology, and driven by social constructivist and ethnographic perspectives. Human and non-human data sources were used. Human sources totaled 103 informants (10 teachers, 77 students, 15 parents, 1 Director). Non-human sources included historical artifacts and school brochures. Data collection procedures included fieldwork, participant interpretation, unstructured interview, journal writing, photography, audio-video taping, and anecdotal record keeping. Data was analyzed using the constant comparative method. Based on data analysis, this study offers a model of curriculum as inquiry that highlights four new relationships: (1) between curriculum and assessment in which both are conceptualized as potentials for inquiry, (2) between curriculum as inquiry and a cultural ecology of schooling in which the latter is conceptualized as a theoretically consistent system of values across five dimensions: intentional, structural, curricular, pedagogical, evaluative, (3) between curriculum as inquiry and a socio-historical context of schooling in which the latter is conceptualized as a system of values that reflect the most current curricular worlds of teachers and students, and (4) between curriculum as inquiry and underlying learning processes in which the latter are conceptualized as different ways of situated knowing. This model of curriculum as inquiry is then situated within a larger model of education that supports diversity and a theory of learning that highlights difference. Implications are raised for using curriculum as inquiry as a potential for repositioning ourselves as teachers and learners.
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