Dissertation/Thesis Abstract

Building Community: Place-Based Curriculum in a Rural Secondary English Language Arts Classroom
by Nelson, Amy L., M.Ed., Minot State University, 2017, 103; 10265778
Abstract (Summary)

Choosing curriculum is an essential part of what teachers do to ensure students are successful learners. Students in rural areas may feel many current educational practices are biased toward urban education or may not see the need for education in their lives. Connecting students to their “place” through place-based learning may help rural students become engaged learners and active community members. Place-based learning is a curriculum designed around the locations near students. Students help create the curriculum by using essential questions and inquiry. Although often used in science and social studies classrooms, place-based learning may be used in the secondary English language arts classroom. This study looks at the advantages and disadvantages of using place-based curriculum in a rural secondary English language arts classroom and determines what implications there are for using place-based curriculum as a regular aspect of the rural secondary English classroom. Using surveys, interviews, reflective student writings, and observational data of community members and students, this case study shows one rural secondary English language arts classroom’s place-based learning experience.

Indexing (document details)
Advisor: Conn, Daniel
Commitee: Bowen, Ashley, Kana, Erik
School: Minot State University
Department: Education
School Location: United States -- North Dakota
Source: MAI 56/06M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Secondary education, Curriculum development
Keywords: English language arts, Place-based curriculum, Rural education, Secondary english education
Publication Number: 10265778
ISBN: 9780355333336
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