Persistent Link:
http://hdl.handle.net/10150/185540
Title:
Patterns of content representation.
Author:
Tomanek, Debra J.
Issue Date:
1991
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study was conducted to track content as representations in the experienced curriculum of a secondary environmental science class. The qualitative analyses involved both the identification and the tracking of pieces of content within and across curriculum occasions. Curriculum and instructional features were found to exist as patterns as content was represented in curriculum occasions. The patterns included an evolution from one or few representations to multiple representations. This evolution was commonly facilitated by the teacher during discourse episodes in which students' comments and questions were utilized in order to introduce alternative or different representations of pieces of content. Patterns also existed in the ways in which the teacher's knowledge of the students, the content, and the curriculum were related to representations of content. The findings suggest that content, embedded in the curriculum occasions in which it is represented, can be studied in an ecologically valid manner. Also, the close association found to exist between teacher knowledge and content representation suggests that arbitrary separations of the two in classroom inquiries may be inappropriate.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic; Curriculum evaluation; Science -- Study and teaching.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Doyle, Walter

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePatterns of content representation.en_US
dc.creatorTomanek, Debra J.en_US
dc.contributor.authorTomanek, Debra J.en_US
dc.date.issued1991en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study was conducted to track content as representations in the experienced curriculum of a secondary environmental science class. The qualitative analyses involved both the identification and the tracking of pieces of content within and across curriculum occasions. Curriculum and instructional features were found to exist as patterns as content was represented in curriculum occasions. The patterns included an evolution from one or few representations to multiple representations. This evolution was commonly facilitated by the teacher during discourse episodes in which students' comments and questions were utilized in order to introduce alternative or different representations of pieces of content. Patterns also existed in the ways in which the teacher's knowledge of the students, the content, and the curriculum were related to representations of content. The findings suggest that content, embedded in the curriculum occasions in which it is represented, can be studied in an ecologically valid manner. Also, the close association found to exist between teacher knowledge and content representation suggests that arbitrary separations of the two in classroom inquiries may be inappropriate.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academicen_US
dc.subjectCurriculum evaluationen_US
dc.subjectScience -- Study and teaching.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDoyle, Walteren_US
dc.contributor.committeememberGriffin, Garyen_US
dc.contributor.committeememberHorak, Willisen_US
dc.identifier.proquest9136869en_US
dc.identifier.oclc710846284en_US
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