From the inside out : an interpretive case study of curriculum development at the local level

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dc.contributor.authorRubin, Daniel Stoneen_US
dc.date.accessioned2024-08-15T17:41:58Z
dc.date.available2024-08-15T17:41:58Z
dc.date.copyright1989en_US
dc.date.issued1989
dc.degree.departmentDepartment of Communication and Social Foundations
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis interpretive case study of a school-based curriculum development project examines the development process to find out what happens to humanistic curricula within the secondary schools. The data for this research consisted of records of the development process in the form of printed materials, tapes of meetings with parents and school staff, tapes and transcriptions of interviews with students and documentation from the development process. The findings are presented, in a separate monograph, as a fictionalized account of the development process told by six different participants: the curriculum consultant, two students, a parent, a teacher and an administrator. The use of fictional narrative is based on the assumption that reality is contextual and personal rather than objective. An historical review of humanistic education in Western society ls also presented as the context of the narrative. Readers of this study may derive insights into local curriculum development leading to more effective development and implementation of humanistic curricula in the schools.
dc.format.extent279 pages
dc.identifier.urihttps://hdl.handle.net/1828/19534
dc.rightsAvailable to the World Wide Weben_US
dc.titleFrom the inside out : an interpretive case study of curriculum development at the local levelen_US
dc.typeThesisen_US

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