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ERIC Number: EJ795257
Record Type: Journal
Publication Date: 2004
Pages: 16
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0737-5328
The Intersection of Post-Modernity and Classroom Practice
Lewis, Nancy S.
Teacher Education Quarterly, v31 n3 p119-134 Sum 2004
In 1993, William E. Doll, Jr., a professor at Louisiana State University, created a post-modern curriculum matrix. Instead of the old three Rs, reading, 'riting and 'rithmetic, the curriculum framework Doll envisioned is compromised of the four Rs: richness, recursion, relation, and rigor. The different categories of the four Rs are not mutually exclusive. The overlap and the boundaries that differentiate them are blurred, not hard and stable. As elsewhere in the post-modern paradigm, the matrix does not consist of closed boxes that contain different ideas, but have many attributes that are shared. In this article, the author presents a case study that examines the practices of three elementary teachers in Central Florida. The objective of the study was to gain a better understanding of how post-modern curriculum was evident, if at all, in the participants' classroom practice. The cases themselves were of secondary interest and played a supporting role to understanding how accomplished teachers incorporated the four R's in their practice.
Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida