Curricular Agency: Contemplating Curriculum as a Process to Empower Teachers

<p>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.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2018

Author dc:creator

• Spurlin, Matthew L.

Contributors dc:contributor

• P. Bruce Uhrmacher, Ph.D.
• Nicholas Cutforth
• Paul Michalec
• Bin Ramke

• Educational Connoisseurship and Criticism
• Curricular agency
• Curricular theory
• Curriculum and Instruction
• Education
• Teacher Education and Professional Development

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/1523

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-2523