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Being there: Active imaginations an...

Franklin, Catherine A.

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Being there: Active imaginations and inquiring minds in a middle school classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Being there: Active imaginations and inquiring minds in a middle school classroom./
作者:	Franklin, Catherine A.
面頁冊數:	301 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1702.
Contained By:	Dissertation Abstracts International62-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014764
ISBN:	0493256113

Being there: Active imaginations and inquiring minds in a middle school classroom.
Franklin, Catherine A.

Being there: Active imaginations and inquiring minds in a middle school classroom. - 301 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1702.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

As teacher-researcher, I conducted this study within my own classroom. Data were obtained through such means of collection as: videotape recordings of classroom sessions, field notes, teacher journals, and classroom artifacts.

ISBN: 0493256113Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Being there: Active imaginations and inquiring minds in a middle school classroom.
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245 1 0 $a Being there: Active imaginations and inquiring minds in a middle school classroom.
300 $a 301 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1702.
500 $a Sponsor: Marjorie Siegel.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a As teacher-researcher, I conducted this study within my own classroom. Data were obtained through such means of collection as: videotape recordings of classroom sessions, field notes, teacher journals, and classroom artifacts.
520 $a The purpose of this classroom-based, qualitative study was to explore imagination and its relationship to inquiry within the context of an eighth grade classroom. Framed by educational and psychological theories of imagination, its aim was (a) to examine how participants of a middle school classroom co-constructed a curriculum drama that was centered on the legislative process, and (b) to explore how imagination and inquiry interacted within this setting.
520 $a Three findings described the co-construction process: (a) students constructed their own frame of reference as senator by engaging in multiple tasks, settings, and activities related to the legislative process; (b) students and their teacher transformed the classroom into a legislative setting by actively using the language of the senate; and (c) student engagement was heightened when events, emerging from the legislative process of the classroom senate, generated dramatic tension, conflict, and suspense.
520 $a Thematic analysis examined the interaction of imagination and inquiry. Three themes were identified: (a) students developed a situative perspective as members of a senate; (b) students interacted with felt responsibility toward their legislative tasks; and (c) students engaged in strategic thinking and action as senators.
520 $a This study produced three central findings: (a) using imagination and inquiry to construct and engage in a curriculum drama, the teacher and students formed a legislative community within the classroom setting; (b) complex understandings developed as students drew upon their lived experiences as senators to take reflective action within the legislative process; and (c) co-construction and engagement in the curriculum drama transformed the student-teacher-curriculum relationship.
520 $a This research developed a working hypothesis of how imagination and inquiry interacted when curriculum transformed to a living experience within the classroom. This study suggests the appropriateness of curriculum drama as an effective vehicle for learning and teaching within the middle school classroom.
590 $a School code: 0055.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
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710 2 0 $a Columbia University Teachers College. $3 1250841
773 0 $t Dissertation Abstracts International $g 62-05A.
790 $a 0055
790 1 0 $a Siegel, Marjorie, $e advisor
791 $a Ed.D.
792 $a 2001
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