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    Patterns of content representation.

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    Author
    Tomanek, Debra J.
    Issue Date
    1991
    Keywords
    Dissertations, Academic
    Curriculum evaluation
    Science -- Study and teaching.
    Advisor
    Doyle, Walter
    
    Metadata
    Show full item record
    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)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Teaching and Teacher Education
    Graduate College
    Degree Grantor
    University of Arizona
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    Dissertations

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