Term of Award

Spring 2024

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Daniel E. Chapman

Committee Member 1

Delores D. Liston

Committee Member 2

E. Anthony Muhammad

Committee Member 3

William H. Schubert

Committee Member 3 Email

schubert@uic.edu

Abstract

By their nature, crises upset the status quo and shake apart the ways of being and doing for individuals, families, communities, nations, institutions, and governments. This research seeks to identify the ways in which times of crisis led to changes in high school economics curriculum. The Georgia Performance Standards for high school economics curriculum were examined over a 23-year period to determine the extent to which three national and international crises led to changes in economics curriculum. A historiography was created for each of three crises, September 11, 2001 (9/11), Hurricane Katrina, and the Great Recession of 2008. The Georgia economics standards were examined to determine to what extent they changed in response to the respective crisis. The findings of the impact of crisis on economics standards were used to contemplate, speculate, and propose ways in which the curriculum might be changed to be more relevant and respectful of students’ economic and social realities.

Research Data and Supplementary Material

No

Download

Share

COinS