Persistent Link:
http://hdl.handle.net/10150/186839
Title:
The enactment of a curriculum event.
Author:
Morgan-Fleming, Barbara.
Issue Date:
1994
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:
In this study a classroom teacher uses an interpretive frame borrowed from performance-centered folklore to describe the curricular, social, and managerial goals contained in a single curriculum event in her fourth grade classroom. Also described are the linguistic, social and pedagogical tools used to accomplish these goals. The study is informed by the literature on the enacted curriculum and supports the conclusion that curriculum and instruction must be considered a single unit in order to understand classroom lessons. Although data from a two year period are used to explain the classroom context, the study focuses upon one week of morning openings--an event termed "dailies" by the classroom community. The event is described by the teacher/researcher, the students in the classroom (through open ended writing exercises), and an experienced researcher on classrooms from the University of Arizona. Hymes's "heuristic set of components" is used to analyze the event. These components are setting, participants, ends, act sequence, key, instrumentalities, norms, and genres. Insights gained into curriculum events by viewing teaching as performance are described, and implications for teacher education are raised. Findings are discussed in terms of contribution to the literatures in curriculum and instruction and in performance-centered folklore.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Doyle, Walter

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleThe enactment of a curriculum event.en_US
dc.creatorMorgan-Fleming, Barbara.en_US
dc.contributor.authorMorgan-Fleming, Barbara.en_US
dc.date.issued1994en_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.abstractIn this study a classroom teacher uses an interpretive frame borrowed from performance-centered folklore to describe the curricular, social, and managerial goals contained in a single curriculum event in her fourth grade classroom. Also described are the linguistic, social and pedagogical tools used to accomplish these goals. The study is informed by the literature on the enacted curriculum and supports the conclusion that curriculum and instruction must be considered a single unit in order to understand classroom lessons. Although data from a two year period are used to explain the classroom context, the study focuses upon one week of morning openings--an event termed "dailies" by the classroom community. The event is described by the teacher/researcher, the students in the classroom (through open ended writing exercises), and an experienced researcher on classrooms from the University of Arizona. Hymes's "heuristic set of components" is used to analyze the event. These components are setting, participants, ends, act sequence, key, instrumentalities, norms, and genres. Insights gained into curriculum events by viewing teaching as performance are described, and implications for teacher education are raised. Findings are discussed in terms of contribution to the literatures in curriculum and instruction and in performance-centered folklore.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)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.chairDoyle, Walteren_US
dc.contributor.committeememberRichardson, Virginiaen_US
dc.contributor.committeememberCarter, Kathyen_US
dc.identifier.proquest9506972en_US
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