Teachers' Decisions on Curriculum and Instruction: Standardized and Contextualized Aspects of Pedagogy in Diverse and Marginalized Contexts During the Era of Accountability.
Teachers' Decisions on Curriculum and Instruction: Standardized and Contextualized Aspects of Pedagogy in Diverse and Marginalized Contexts During the Era of Accountability.
| dc.contributor.author | Cawdery, Michael G. | |
| dc.contributor.department | Education | |
| dc.date.accessioned | 2019-05-28T19:51:57Z | |
| dc.date.available | 2019-05-28T19:51:57Z | |
| dc.date.issued | 2018-05 | |
| dc.identifier.uri | http://hdl.handle.net/10125/62355 | |
| dc.subject | Teachers’ Decisions | |
| dc.subject | Classroom Practice | |
| dc.subject | Education Reform | |
| dc.subject | Standardized Pedagogy | |
| dc.subject | Accountability Reform | |
| dc.subject | Contextualized Pedagogy | |
| dc.subject | Contextualization | |
| dc.subject | Marginalized Contexts | |
| dc.subject | Title I Schools | |
| dc.title | Teachers' Decisions on Curriculum and Instruction: Standardized and Contextualized Aspects of Pedagogy in Diverse and Marginalized Contexts During the Era of Accountability. | |
| dc.type | Thesis | |
| dcterms.abstract | This dissertation used qualitative research methods to explore teachers’ decisions. Public school teachers provided explanations of their curriculum and instruction for 46 classroom lessons across a variety of subject areas and grade levels. The teachers’ worked in diverse school settings, including Title I schools. Interviews were analyzed for the influences on teachers’ decisions. Influences were interpreted for connections to frameworks of standardized and contextualized pedagogies associated with education reform. Findings were reviewed by teachers who participated in the study, and their critical realizations about the findings were included. Overall, the study found that teachers’ decisions in the era of accountability reform are meaningful in relation to the history of education and the implementation of education policy. These findings have implications for teachers’ practice, scholarly research, and the future preparation of teachers working in Title I school contexts. | |
| dcterms.description | Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018. | |
| dcterms.language | eng | |
| dcterms.publisher | University of Hawaiʻi at Mānoa | |
| dcterms.rights | All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. | |
| dcterms.type | Text |
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