Individual Presentation or Panel Title
Teacher Meaning Making of the AP U.S. History Curriculum Framework: A Self-Study in Big Ideas
Abstract
The purpose of this self-study is to explore teacher meaning making of the redesigned Advanced Placement (AP) U.S. History curriculum framework through the concept of teaching history with big ideas (Grant & Gradwell, 2010). According to Grant and VanSledright (2006), big ideas are a “question or generalization that helps teachers decide what to teach and how by centering their teaching units in meaty, complex issues that are open to multiple perspectives and interpretations” (as cited in Grant & Gradwell, 2010, p. 3). This study builds on prior research regarding the incorporation of the AP U.S. History framework into a teacher's unit-based teaching practice. Based on the findings, teachers need a more critical form of analysis to understand how to incorporate the framework into their practice. The incorporation of "big idea" teaching is one possible pedagogical approach to develop responsive curriculum for teacher practice and student learning.
Through a mixed-qualitative methodological approach of lesson study, self-study, and critical discourse analysis, this study intends to understand how teachers incorporate pedagogical concepts into their teaching practice. From this, a model can be developed for other educators to use big ideas in the development of their curriculum. Additionally, this research will inform academics, administrators, and policymakers with perspectives on how educators teach, from the development of curriculum to its’ incorporation into their teaching practice and student learning.
Presentation Description
The purpose of this self-study is to explore teacher meaning making of the redesigned Advanced Placement (AP) U.S. History curriculum framework through the concept of teaching history with big ideas. Through a mixed qualitative methodological approach of lesson study, self-study, and critical discourse analysis, this study explores teacher understanding of how to incorporate pedagogical concepts into their teaching practice. From this, a model can be developed for other educators to use big ideas in the development of their curriculum.
Keywords
Lesson study; Self-study; Critical discourse analysis; History education; Curriculum studies; Advanced Placement; Big Ideas; History curriculum; Secondary education
Publication Type and Release Option
Event
Recommended Citation
Bates, Ryan, "Teacher Meaning Making of the AP U.S. History Curriculum Framework: A Self-Study in Big Ideas" (2018). Curriculum Studies Summer Collaborative. 43.
https://digitalcommons.georgiasouthern.edu/cssc/2018/2018/43
Teacher Meaning Making of the AP U.S. History Curriculum Framework: A Self-Study in Big Ideas
The purpose of this self-study is to explore teacher meaning making of the redesigned Advanced Placement (AP) U.S. History curriculum framework through the concept of teaching history with big ideas (Grant & Gradwell, 2010). According to Grant and VanSledright (2006), big ideas are a “question or generalization that helps teachers decide what to teach and how by centering their teaching units in meaty, complex issues that are open to multiple perspectives and interpretations” (as cited in Grant & Gradwell, 2010, p. 3). This study builds on prior research regarding the incorporation of the AP U.S. History framework into a teacher's unit-based teaching practice. Based on the findings, teachers need a more critical form of analysis to understand how to incorporate the framework into their practice. The incorporation of "big idea" teaching is one possible pedagogical approach to develop responsive curriculum for teacher practice and student learning.
Through a mixed-qualitative methodological approach of lesson study, self-study, and critical discourse analysis, this study intends to understand how teachers incorporate pedagogical concepts into their teaching practice. From this, a model can be developed for other educators to use big ideas in the development of their curriculum. Additionally, this research will inform academics, administrators, and policymakers with perspectives on how educators teach, from the development of curriculum to its’ incorporation into their teaching practice and student learning.