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

Producción científica: Article › revisión exhaustiva

Resumen

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.

Idioma original	American English
Páginas (desde-hasta)	135-148
Publicación	Curriculum and Teaching Dialogue
Volumen	11
N.º	1-2
Estado	Published - ene 2009
Publicado de forma externa	Sí

Disciplines

Education
Curriculum and Instruction
Educational Methods

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