Date of Award

1-1-2018

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

P. Bruce Uhrmacher, Ph.D.

Second Advisor

Nicholas Cutforth

Third Advisor

Paul Michalec

Fourth Advisor

Bin Ramke

Keywords

Educational Connoisseurship and Criticism, Curricular agency, Curricular theory

Abstract

Using the qualitative method of Educational Connoisseurship and Criticism (Eisner, 1991) and an interview structure based on the commonplaces (Schwab, 1969), this study involved working with four exemplary teacher educators to externalize their internal process of curricular decision-making. Contemplating their own curricula as a dynamic process rather than a finished product, the study identifies where in that process their curricular agency—their educational agency, and their human agency (Bandura, 2006)—is found. This operationalization of curricular agency within curricular theory provides an empowering perspective of teacher-centered education as a response to teacher burnout.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Matthew L. Spurlin

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

241 p.

Discipline

Education

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