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Social studies curriculum in a profe...

Henning, Mary Elizabeth.

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Social studies curriculum in a professional development school partnership.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Social studies curriculum in a professional development school partnership./
作者:	Henning, Mary Elizabeth.
面頁冊數:	230 p.
附註:	Adviser: Murray R. Nelson.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3064934
ISBN:	049384600X

Social studies curriculum in a professional development school partnership.
Henning, Mary Elizabeth.

Social studies curriculum in a professional development school partnership. - 230 p.

Adviser: Murray R. Nelson.

Thesis (Ph.D.)--The Pennsylvania State University, 2002.

Using phenomenology and historical case study methodology, this dissertation explores elementary social studies curriculum change in a Professional Development School (PDS). Teachers and administrators identified as key actors in the social studies curriculum development process share their perspectives on social studies curriculum work.

ISBN: 049384600XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Social studies curriculum in a professional development school partnership.
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245 1 0 $a Social studies curriculum in a professional development school partnership.
300 $a 230 p.
500 $a Adviser: Murray R. Nelson.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3098.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2002.
520 $a Using phenomenology and historical case study methodology, this dissertation explores elementary social studies curriculum change in a Professional Development School (PDS). Teachers and administrators identified as key actors in the social studies curriculum development process share their perspectives on social studies curriculum work.
520 $a Several themes about social studies curriculum work emerge from the teachers' stories. First, teachers view writing interdisciplinary units or addenda to units as some of their most important social studies curriculum work. Secondly, the role of the curriculum support teacher (CST) in the district is pivotal to curriculum dissemination. Third, teachers view inquiry as a positive way to change social studies curriculum. The opportunity for conversation about curriculum was one of the most frequently discussed advantages of PDS membership. Teachers identify proposed state standards for social studies as one of the key variables affecting their curriculum work.
520 $a In contrast to teachers, administrators defined unit-planning meetings as some of the most significant social studies curriculum work in the district. Administrators concentrated their efforts on improving the effectiveness of unit writing teams and supporting new teachers. Although administrators wanted teachers to feel ownership in the curriculum, they also valued having a structured process for curriculum change. When discussing inquiry, curriculum specialists and administrators repeatedly linked the process of inquiry to meeting proposed state standards for social studies. How teachers, administrators, and social studies educators discuss standards is a case in point of how power-laden curriculum change can be.
520 $a Implications for curriculum work in this PDS center on re-examining relationships, inquiry, and modes of communication. While the PDS, as a collaborative group of university and school personnel, is not currently involved in formal social studies curriculum work, the PDS does play a role in the informal curriculum work of teachers and administrators. If the PDS wishes to play a greater role in the formal curriculum development process in this district, competing agendas should be negotiated and interrogated. Deliberation and critical friends groups are two avenues suggested to promote more democratic and collaborative decision-making in the PDS.
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