東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Phenomenological Study of Teacher ...

Johnson, Jerri A.

Linked to FindBook

Google Book

Amazon

博客來

A Phenomenological Study of Teacher "Curricular" Autonomy and its Effects on Social Studies Instructional Time.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Teacher "Curricular" Autonomy and its Effects on Social Studies Instructional Time./
Author:	Johnson, Jerri A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10153699
ISBN:	9781369088199

A Phenomenological Study of Teacher "Curricular" Autonomy and its Effects on Social Studies Instructional Time.
Johnson, Jerri A.

A Phenomenological Study of Teacher "Curricular" Autonomy and its Effects on Social Studies Instructional Time. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 201 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2016.

The state of social studies instruction in US schools has become dismal. The purpose of this phenomenological study was to gain an understanding of the impact of high stakes testing on social studies teaching when it is not tested by the state. I examined the elementary teacher's "curricular" autonomy (curricular/instructional decision making) within the context of social studies teaching in a suburban low performing, urban demographic, school. Participants were asked to describe the experience of making instructional decisions regarding social studies education. The specific aims of this study were to: 1. reveal the meaning of teacher autonomy for teachers in a low performing elementary school in the state of Missouri 2. reveal the perceptions of the role of social studies for teachers in a low performing elementary school in the state of Missouri 3. give voice to teachers in low performing elementary schools who are in high stakes testing states, where social studies is not tested.

ISBN: 9781369088199Subjects--Topical Terms:

516579
Education.

A Phenomenological Study of Teacher "Curricular" Autonomy and its Effects on Social Studies Instructional Time.
LDR:01986nmm a2200301 4500 001 2119629
005 20170628084159.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369088199
035 $a (MiAaPQ)AAI10153699
035 $a AAI10153699
040 $a MiAaPQ $c MiAaPQ
100 1 $a Johnson, Jerri A. $3 3281513
245 1 2 $a A Phenomenological Study of Teacher "Curricular" Autonomy and its Effects on Social Studies Instructional Time.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Adviser: Jacquelyn Lewis-Harris.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2016.
520 $a The state of social studies instruction in US schools has become dismal. The purpose of this phenomenological study was to gain an understanding of the impact of high stakes testing on social studies teaching when it is not tested by the state. I examined the elementary teacher's "curricular" autonomy (curricular/instructional decision making) within the context of social studies teaching in a suburban low performing, urban demographic, school. Participants were asked to describe the experience of making instructional decisions regarding social studies education. The specific aims of this study were to: 1. reveal the meaning of teacher autonomy for teachers in a low performing elementary school in the state of Missouri 2. reveal the perceptions of the role of social studies for teachers in a low performing elementary school in the state of Missouri 3. give voice to teachers in low performing elementary schools who are in high stakes testing states, where social studies is not tested.
590 $a School code: 0481.
650 4 $a Education. $3 516579
650 4 $a Elementary education. $3 641385
650 4 $a Social sciences education. $3 2144735
690 $a 0515
690 $a 0524
690 $a 0534
710 2 $a University of Missouri - Saint Louis. $b Education. $3 3185643
773 0 $t Dissertation Abstracts International $g 78-03A(E).
790 $a 0481
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10153699