Dissertation/Thesis Abstract

Explore, Discover, Grow, Empower: Caring and Freedom in a Secondary Interdisciplinary Pathway
by Bucher, Amanda J., M.S.S., University of Colorado at Denver, 2018, 142; 10981249
Abstract (Summary)

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.

Indexing (document details)
Advisor: Swartz, Omar
Commitee: Duran-Aydintug, Candan, McDermott, John, Swartz, Omar
School: University of Colorado at Denver
Department: Social Sciences
School Location: United States -- Colorado
Source: MAI 58/03M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Pedagogy, Secondary education, Education philosophy
Keywords: Autoethnography, Caring, Disciplinarity, Interdisciplinarity, Phenomenological autoethnographical study
Publication Number: 10981249
ISBN: 978-0-438-69287-9
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