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Visions of what we know: School subj...

Williams, Tona.

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Visions of what we know: School subjects depicted through shifting Internet discourses.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Visions of what we know: School subjects depicted through shifting Internet discourses./
作者:	Williams, Tona.
面頁冊數:	141 p.
附註:	Adviser: Adam Gamoran.
Contained By:	Dissertation Abstracts International67-09A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3234578
ISBN:	9780542885242

Visions of what we know: School subjects depicted through shifting Internet discourses.
Williams, Tona.

Visions of what we know: School subjects depicted through shifting Internet discourses. - 141 p.

Adviser: Adam Gamoran.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2006.

Like all social institutions, the organization of the educational system is actively maintained by its participants and influenced by broader cultural contexts. The standards and accountability movements, with the No Child Left Behind Act of 2001, are among the most profound policy influences on contemporary formal education. In each school subject, the response to these developments varies and is affected by that subject's positioning within the system. This project explores the distinctions among seven K-12 school subjects (mathematics, science, English/reading, social studies, foreign languages, the arts, and physical education), "core" versus "peripheral" subjects, and their shifting depictions over a three-year time period. The data set comprises public depictions of the curriculum on the websites of 279 formal educational organizations, accessed at three points in time from 2001 through 2004, with follow-ups in 2005 and 2006. Research questions include: How do depictions of different curricular subject areas compare with one another; what do the website depictions say about associations among status, autonomy, cultural emphasis, and resources; and how does discursive change and stability appear over time?

ISBN: 9780542885242Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Visions of what we know: School subjects depicted through shifting Internet discourses.
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520 $a Like all social institutions, the organization of the educational system is actively maintained by its participants and influenced by broader cultural contexts. The standards and accountability movements, with the No Child Left Behind Act of 2001, are among the most profound policy influences on contemporary formal education. In each school subject, the response to these developments varies and is affected by that subject's positioning within the system. This project explores the distinctions among seven K-12 school subjects (mathematics, science, English/reading, social studies, foreign languages, the arts, and physical education), "core" versus "peripheral" subjects, and their shifting depictions over a three-year time period. The data set comprises public depictions of the curriculum on the websites of 279 formal educational organizations, accessed at three points in time from 2001 through 2004, with follow-ups in 2005 and 2006. Research questions include: How do depictions of different curricular subject areas compare with one another; what do the website depictions say about associations among status, autonomy, cultural emphasis, and resources; and how does discursive change and stability appear over time?
520 $a A discourse analysis explores the links among a classification system that defines distinct areas of knowledge and the broader cultural context within which these classifications occur. Drawing in particular on Pierre Bourdieu's work, it extends and integrates scholarship that compares the cultures of subject areas and traces histories of school subjects, discussing what it means for discourses to be marked and unmarked and incorporating the analytic categories of discourse, ideology, frame, field, and agent.
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