Date Approved

4-5-2016

Embargo Period

4-5-2016

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Services and Leadership

College

College of Education

Advisor

Sudeck, Maria

Committee Member 1

Foley, Raymond

Committee Member 2

Coaxum, James

Keywords

Curriculum, Personal Responsibility, Progressive Learning, Social Development, Social Justice, Social Responsibility

Subject(s)

Middle schools; Curriculum evaluation

Disciplines

Curriculum and Instruction | Elementary and Middle and Secondary Education Administration

Abstract

One of the fundamental goals of 21st century schools is for students to become independent thinkers through the use of comprehensive academic curriculum that merges academic and social skills to prepare students to compete and engage in an increasingly changing world. The purpose of this qualitative study was to identify the ways in which three of Schwab’s four functions, social responsibility, personal responsibility, and social justice, were embedded and measured within core academic curriculum. The study also examined how teachers perceived students’ behaviors as a result of a social justice mindset.

The study was conducted using a traditional qualitative methodology consisting of an in-depth review of district policy, curriculum, learning standards, and interviews with 8th grade core academic content teachers and the district curriculum specialist over a period of 8 months. The review of the data and interviews showed that there is a greater need to more purposefully embed social learning components within academic content. Changes in policy, practice, and research are necessary to achieve environments that equally prioritize academic and social learning.

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