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oai:shareok.org:11244/6072018-04-25T05:02:41Zcom_11244_1col_11244_10476

Choido, John J., Todd, Reese Hansell. 2013-08-16T12:18:59Z 2013-08-16T12:18:59Z 2003 http://hdl.handle.net/11244/607 In studying this group of six teachers, four themes emerge to describe classroom practices to engage all students in learning. Teachers negotiate learning space to include diverse perspectives and cultural pluralism; teachers claim professional space for participating in an educational dialogue; teachers act from a belief in the democratic ideals of justice and fairness in obtaining access to equal opportunities in education for all students; and teachers imagine the legacy of their work lived out in the realization of the hopes and dreams of their students. In all their practices, successful teachers continually engage in processes of knowing, connecting, and imagining to enrich educative experiences for all learners. Schools are in an awkward position today, balancing the expectations of multiple segments of society with their commitment to educating young persons. State leaders, in an effort to raise the academic achievement in public schools, have implemented a system of prescribed curriculum and assessments. While these reform initiatives have improved some school practices and performances, they have also denied some students access to full participation in the education programs of their schools. In response, teachers engage in practices to bring all their students into a learning environment that respects the cultural pluralism of American society. Using cross-case analysis, this qualitative study documents the practices of six teachers in a mid-sized urban district as they investigate factors that limit educational opportunities and try to mend a growing fragmentation in their classrooms between students who are academically successful and those who are not. In modifying curriculum, ordinary teachers act on their belief in the democratic ideals of justice and fairness of opportunity to keep alive the hopes and dreams of the students in their community. Their resulting knowledge and insight about teaching and learning contribute to achieving the goals of citizenship in social studies education and strengthening the quality of education for all. x, 141 leaves ; Social sciences Study and teaching (Middle school) United States Case studies. Education, Social Sciences. Education, Secondary. Modifying social studies curriculum in the classroom: Case study regarding inclusive practices for engaging young adolescents in learning in the face of external constraints. Thesis Ph.D. Department of Instructional Leadership and Academic Curriculum Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0853. Major Professor: John J. Choido. (UMI)AAI3085709 Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum open.access