{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-1351"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-1351","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"The influence of a transformative elementary science curriculum on at-risk students: A case report","abstract":"This study explored the influence of a transformative elementary science curriculum on at-risk students. Project S.M.I.L.E., the focus of this study, uses strategies for curriculum development proposed by theorists of the post-modern era within the framework of social constructivism. Students in this program collaborate in their roles as students-as-teachers to prepare and present lessons to visitors of their school's natural history museum and science laboratory; Data collection was conducted at Alison Leigh Elementary School in a metropolitan area of the southwestern United States. Observations of the students, interviews with parents and classroom teachers, student discussions, and journal writings of the 17 fifth grade S.M.I.L.E. team students were collected for data analysis in this case study. Five themes emerged from the data that conceptualized the influence of a transformative elementary science curriculum on at-risk students. Implications for transformative curriculum development were drawn.","abstract_html":"This study explored the influence of a transformative elementary science curriculum on at-risk students. Project S.M.I.L.E., the focus of this study, uses strategies for curriculum development proposed by theorists of the post-modern era within the framework of social constructivism. Students in this program collaborate in their roles as students-as-teachers to prepare and present lessons to visitors of their school's natural history museum and science laboratory; Data collection was conducted at Alison Leigh Elementary School in a metropolitan area of the southwestern United States. Observations of the students, interviews with parents and classroom teachers, student discussions, and journal writings of the 17 fifth grade S.M.I.L.E. team students were collected for data analysis in this case study. Five themes emerged from the data that conceptualized the influence of a transformative elementary science curriculum on at-risk students. Implications for transformative curriculum development were drawn.","abstract_has_math":false,"creators":["Grimes, M. 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