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Curriculum that connects the mind an...

Dolly, Julie Maureen.

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Curriculum that connects the mind and the heart.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Curriculum that connects the mind and the heart./
Author:	Dolly, Julie Maureen.
Description:	82 p.
Notes:	Source: Masters Abstracts International, Volume: 48-01, page: 5300.
Contained By:	Masters Abstracts International48-01.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1471676
ISBN:	9781109398441

Curriculum that connects the mind and the heart.
Dolly, Julie Maureen.

Curriculum that connects the mind and the heart. - 82 p.

Source: Masters Abstracts International, Volume: 48-01, page: 5300.

Thesis (M.A.E.)--Pacific Lutheran University, 2009.

This qualitative ethnographic case study was conducted to gain a deeper understanding of the impact of an English language curriculum that spoke to the emotional needs of students on their engagement. These six, twelfth grade participants who were emotionally disturbed confided in the teacher their emotional obstacle(s) they had to overcome in order to academically succeed. The collected data included observation, student reflections, attendance records and emails. The analysis revealed four major categories directly from the students' voices. The findings were that the students connected with the curriculum, wrote with genuine expression, and built classroom community that fostered taking risks in learning. Recommendations are discussed.

ISBN: 9781109398441

LCCN: AAI1471676Subjects--Topical Terms:

684418
Curriculum development.

Curriculum that connects the mind and the heart.
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245 1 0 $a Curriculum that connects the mind and the heart.
300 $a 82 p.
500 $a Source: Masters Abstracts International, Volume: 48-01, page: 5300.
500 $a Adviser: Vidya Thirumurthy.
502 $a Thesis (M.A.E.)--Pacific Lutheran University, 2009.
520 $a This qualitative ethnographic case study was conducted to gain a deeper understanding of the impact of an English language curriculum that spoke to the emotional needs of students on their engagement. These six, twelfth grade participants who were emotionally disturbed confided in the teacher their emotional obstacle(s) they had to overcome in order to academically succeed. The collected data included observation, student reflections, attendance records and emails. The analysis revealed four major categories directly from the students' voices. The findings were that the students connected with the curriculum, wrote with genuine expression, and built classroom community that fostered taking risks in learning. Recommendations are discussed.
590 $a School code: 6200.
650 4 $a Curriculum development. $3 684418
650 4 $a Secondary education. $3 2122779
650 4 $a Social sciences education. $3 2144735
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690 $a 0533
690 $a 0534
710 2 $a Pacific Lutheran University. $3 1017898
773 0 $t Masters Abstracts International $g 48-01.
790 $a 6200
791 $a M.A.E.
792 $a 2009
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1471676