Designed Curriculum and Local Culture: Acknowledging the Primacy of Classroom Culture
Science Education Volume 87, Number 4, ISSN 0036-8326
Examines four teachers implementing a project-based curriculum (Air Quality module) on a web-based platform (ActiveInk Network) in four very different settings. Discusses each case across two themes by examining how the project-level question was contextualized to meet local needs and the cultural context that surrounded the implementation of the curriculum. (SOE)
Squire, K.D., MaKinster, J.G., Barnett, M., Luehmann, A.L. & Barab, S.L. (2003). Designed Curriculum and Local Culture: Acknowledging the Primacy of Classroom Culture. Science Education, 87(4), 468.
Cited ByView References & Citations Map
Building teacher capacity for teaching about climate change with geospatial data and visualization technology
Dan Zalles, SRI International, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4151–4153
Nancy Trautman, Cornell University, United States; James MaKinster, Hobart and William Smith Colleges, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4791–4805
Huda Khan, University of Colorado at Boulder, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 966–971
Meredith DiPietro, Richard E. Ferdig, Jeff Boyer & Erik W. Black, University of Florida, United States
Journal of Educational Multimedia and Hypermedia Vol. 16, No. 3 (July 2007) pp. 225–248
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.