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dc.contributor.supervisor Adams, Pamela
dc.contributor.author FIndlay, Craig MacPherson
dc.date.accessioned 2012-06-19T17:05:05Z
dc.date.available 2012-06-19T17:05:05Z
dc.date.issued 2010
dc.identifier.uri https://hdl.handle.net/10133/3090
dc.description xi, 157 leaves : ill. ; 29 cm en_US
dc.description.abstract The new Alberta high school social studies curriculum has reached its final year of implementation. Many have characterized the new curriculum as transformative and this study presents qualitative research that begins to uncover the degree to which the new Alberta high school social studies program has promoted change in pedagogy and teaching practice. A semi-structured interview process was used to collect data from ten teachers from across Southern Alberta. In an attempt to build a sample representative of the learning environments of the region, six male and four female teachers with a range of teaching experience were selected. Six teachers came from large urban schools and four from small rural schools. This study provides evidence to support the contention that a new curriculum can be a catalyst for educational reform. As a result of the implementation of the new high school social studies curriculum, teacher participants reported a significant shift from a teacher-centered to a student-centered classroom. In doing so, they confirmed that a move from content-laden programs to an issues-based curriculum demands critical thinking and student engagement in the pursuit of active and responsible citizenship in ways that more readily address the demands of twenty-first century teaching and learning. Teacher participants revealed the need for more authentic performance-based student assessment as a result of the skills-focus of the new curriculum. They also acknowledged the multiple perspectives approach embedded in the new curriculum was a departure from the predominantly Eurocentric narrative found in previous curricula. en_US
dc.language.iso en_US en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010 en_US
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en_US
dc.subject Social sciences -- Study and teaching (Secondary) -- Alberta en_US
dc.subject Student-centered learning -- Alberta en_US
dc.subject Educational change -- Alberta en_US
dc.subject Competency-based education -- Alberta en_US
dc.subject Curriculum evaluation -- Alberta en_US
dc.title Transformative curriculum : changing pedagogy and practice en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US


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