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.
|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|
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