Intertextuality in the Reading and Implementing of K-12 Academic Standards

Paul Parkison

Intertextuality in the Reading and Implementing of K-12 Academic Standards

University of Southern Indiana

Research output: Contribution to journal › Article › peer-review

Abstract

This study examines how teachers read the texts created by academic standards. An intertextual perspective is used to specify the textual forms and orientations through which standards enter the dialogue about curriculum. I argue that such considerations are necessary to facilitate discussions of desired and emergent educational outcomes.

Original language	American English
Pages (from-to)	135-148
Journal	Curriculum and Teaching Dialogue
Volume	11
Issue number	1-2
State	Published - Jan 2009
Externally published	Yes

Keywords

Educational Standards--Management
Intertexuality--Educational Aspects
Middle Schools--Curricula

Disciplines

Education
Curriculum and Instruction
Educational Methods

Access to Document

https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A234999774&v=2.1&it=r&sid=AONE&asid=62b46eba

Cite this

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title = "Intertextuality in the Reading and Implementing of K-12 Academic Standards",

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