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Record identifier : 569590
Personal Name - Primary Intelectual Responsibility : Broome, Jennifer
Title and statement of responsibility : Transaction, teaching, and text: An examination of teachers' readings of a site-specific curricular document [Thesis]
Publication, Distribution,Etc. : New York University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , New York University
Summary or Abstract : This qualitative case study attempts to answer the question, "How do teacher readers respond to a site-specific curricular document first independently and then in a discussion with other teacher-readers?" Site-specific curricular document is used to refer to site-generated, site-specific texts that outline a school's philosophies of teaching and learning.The study focuses on a group of teachers at a summer residential program for academically gifted adolescents. Six participants read the program's site-specific curricular document, were interviewed individually about the document, and participated in two focus groups with their fellow participants to discuss the document. Data analysis is informed by Rosenblatt's theory of transaction, Tannen's theory of framing, and Bakhtin's theory of response. Participants report reading the document and taking it seriously. They assert that they use the site-specific curricular document as a way to frame their own teaching experiences; to establish philosophies of teaching and learning for the school; to guide pedagogy and curricula; and to critique the document itself. Participants' responses can be interpreted as a voicing of ideological commitments, an encoding of community values, a defense of their agency in the classroom, and a way to initiate new teachers into the school's norms and practices. The study concludes by addressing policy implications of the findings as well as directions for future research on the topic of site-specific curricular documents..
Topical Name Used as Subject : Curriculum development
Information of biblio record : TL
 
 
 
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