This phenomenological autoethnographic case study illuminates the emergence of interdisciplinarity in a public high school. The intent is to study how interdisciplinary project-based and personalized learning benefits both students and educators, particularly when working within a gradual release framework utilizing an ethic of care or a “Caring” approach. Using a phenomenological autoethnographic methodology via a series of reflective vignettes, the case study explores behaviors, practices, conditions, curriculum, and description of specific student outcomes. The design of the study examines my personal experiences, observations, conversations with others, and reflections on the implementation of this model within a high school building promoting two explicit pathways: disciplinary and interdisciplinary approaches to teaching and learning.
|Commitee:||Duran-Aydintug, Candan, McDermott, John, Swartz, Omar|
|School:||University of Colorado at Denver|
|School Location:||United States -- Colorado|
|Source:||MAI 58/03M(E), Masters Abstracts International|
|Subjects:||Pedagogy, Secondary education, Education philosophy|
|Keywords:||Autoethnography, Caring, Disciplinarity, Interdisciplinarity, Phenomenological autoethnographical study|
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