Purpose, policy, and possibilities: Social studies teachers' sense-making of curriculum

dc.contributor.advisorPate, Elizabeth
dc.contributor.authorRoot, Debra Ann
dc.contributor.committeeMemberDentith, Audrey M.
dc.contributor.committeeMemberBonner, Emily P.
dc.contributor.committeeMemberFies, Carmen H.
dc.contributor.committeeMemberNolan-Ferrell, Catherine
dc.date.accessioned2024-02-12T20:02:21Z
dc.date.available2024-02-12T20:02:21Z
dc.date.issued2013
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of this study was to explore how high school social studies teachers made sense of curriculum work. The setting was a large, urban area in Texas with high percentages of students who were considered economically disadvantaged. The context of the study was important because these teachers were implementing revised standards and new testing procedures for the first time this school year. The study took place in the fall as the teachers attempted to make sense of the pragmatic and theoretical facets of curriculum work. The theoretical framework for this study included curriculum theories that arose from Dewey's notion of a progressive education that incites students' imagination through inquiry and experimentation. This qualitative case study included a historical chronicle of recent educational reform measures in Texas and nationally as well as a series of focus groups and interviews during which three teachers explained their processes of making sense of curriculum work. With-in case and across case analysis was performed. Themes that emerged from the data included what are called the 5Ps. The over-arching theme of profession emerged as a dominant theme. Teachers felt disciplined through mandates of policy that established the purpose for education as passing high stakes testing based on standardized education. These mandates, according to the study, influence teachers' praxis. Teachers learn to either teach to the test, or live in fear of being "found out" by administrators. Standardized education and accompanying tests, these participants believed, result in limiting possibilities for students' learning.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent190 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781303114144
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5331
dc.languageen
dc.subjectCurriculum development
dc.subjectNo Child Left Behind
dc.subjectPurpose of Education
dc.subjectsocial studies
dc.subjectteachers' sense-making
dc.subjectTexas' educational policy
dc.subject.classificationCurriculum development
dc.subject.classificationSocial sciences education
dc.subject.classificationEducation policy
dc.titlePurpose, policy, and possibilities: Social studies teachers' sense-making of curriculum
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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