Educative Curriculum Materials
Metadata Field | Value | Language |
---|---|---|
dc.contributor.advisor | Saye, John | |
dc.contributor.advisor | Kohlmeier, Jada | en_US |
dc.contributor.advisor | Brown, Steve | en_US |
dc.contributor.author | Callahan, Cory | en_US |
dc.date.accessioned | 2009-02-23T15:57:15Z | |
dc.date.available | 2009-02-23T15:57:15Z | |
dc.date.issued | 2009-05-15 | en_US |
dc.identifier.uri | http://hdl.handle.net/10415/1588 | |
dc.description.abstract | This study explored the dynamic teacher-curriculum relationship to determine whether experiences with educative curriculum materials for using historical photographs might contribute to three social studies teachers’ professional teaching knowledge as it relates to problem-based historical inquiry. Specifically, this three-iteration design experiment examined any changes in participating teachers’ understanding of the following four research-based principles: learning should be purposeful, connected, active, and structured to encourage success. Data obtained from this implementation also addressed the following questions: can educative curriculum materials featuring historical photographs help social studies teachers develop professional teaching knowledge as it relates to problem-based historical inquiry? How do social studies teachers who are new to problem-based historical inquiry interact with and use educative curriculum materials featuring historical photographs? Can educative curriculum materials designed to develop problem-based historical inquiry influence teachers’ practice decisions? Can educative curriculum materials help teachers’ articulate a professional teaching knowledge as it relates to problem-based historical inquiry? While the three participants tended to use the educative curriculum materials virtually indistinguishably from traditional resources, they each seemed to become more reflective; the educative curriculum materials seemed to prompt in the teachers a rather modest development of a more professional teaching knowledge as it relates to problem-based historical inquiry. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Curriculum and Teaching | en_US |
dc.title | Educative Curriculum Materials | en_US |
dc.type | Dissertation | en_US |
dc.embargo.length | NO_RESTRICTION | en_US |
dc.embargo.status | NOT_EMBARGOED | en_US |