COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

Curriculum—a palette for the mind: Modeling reflective curriculum inquiry for curricular content
by Starkes, Kathryn Elizabeth, Ph.D., The University of Texas at Austin, 2009, 255; 3371776
Abstract (Summary)

Curriculum is a means by which the medium of thought finds expression. It is a palette for the mind. Curriculum is a device by which thoughts are given form that can be shared. In the hands of a curriculum artist, symphonies of thought are conceived, composed, and performed. Like a palette in the hands of a master, curriculum in the hands of a teacher can transform minds. This dissertation seeks to examine, through reflective inquiry, the efficacy of an integrative, concept-driven curriculum framework for novice elementary teachers, and, thereby, posit a generalized model of reflective curriculum inquiry to generate a deeper understanding for the researcher and her readers. The emergent model is not a curriculum, but when viewed as a framework, this model can become a means to facilitate design and to further support the development and evaluation of curricula. This dissertation is a story of how a teacher was made, not born. It is a story of how students learned conceptually and performed purposefully. It is also a story of roles and relationships found between students, teachers, parents, administrators, and curriculum. Throughout this dissertation, actor-network theory (ANT) was used to help describe these relationships between the various roles that I assumed in relation to others, resources, and educational settings. Finally, this dissertation reveals a significant and direct relationship between standards-derived concept vocabulary, subject matter integration, and literacy development that emphasized the need for a configurable curriculum framework to serve as a model for curriculum inquiry.

Indexing (document details)
Advisor: Field, Sherry L., Webeck, Mary Lee
Commitee: Brown, Christopher, Fuller, Anne, Voges, Linda K.
School: The University of Texas at Austin
Department: Curriculum & Instruction
School Location: United States -- Texas
Source: DAI-A 70/08, Dissertation Abstracts International
Subjects: Elementary education, Science education, Curriculum development
Keywords: Actor-network theory, Concept-based, Curriculum, Modeling, Reflective, Reflective inquiry, Standards
Publication Number: 3371776
ISBN: 978-1-109-33397-8
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy