First Advisor

McConnell, Christy

Document Type

Dissertation

Date Created

8-2022

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

Abstract

This qualitative study employed educational criticism and connoisseurship to examine the curricular intentions of a school that was pushing to reform traditional standards-based curriculum methods. Improvement of the educational process required that focus be given to schools who had begun to do things differently, schools that had taken a risk to reform. This study examined a public school that holds innovation status. Data collection included interviews with the three founding teachers of the school and document analysis of a planning session transcript that included the school’s nine staff members. Additionally, data collection included document analysis of the founding teachers’ participation in a focus group that included a photo elicitation activity. Due to its acknowledgement of the robust nature of institutions, the five elements of Elliot Eisner’s (1998) ecology of schooling were employed as a framework for investigation of curriculum intentions. The lenses of reform, socio-emotional learning, and community learning pedagogies brought to life the examination of the intentions written into the innovation school’s mission statement. Findings of this study indicated a connection between the theory of perceptive teaching with the school’s ability to create mission-driven intentional curriculum.

Extent

157 pages

Local Identifiers

Monaghan_unco_0161D_11024.pdf

Rights Statement

Copyright is held by the author.

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