Intended and Received Language Arts Curricula in a Standardized Era: Misalignments and Negotiations in Border Community Schools
This dissertation is about curriculum and leadership in Arizona-Mexico border community schools. Specifically, I examine intended and received language arts curricula (i.e., what content is taught, to whom, and with what pedagogy) (Porter, 2004), the misalignments between these curriculum types, and...
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| Language: | en_US |
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The University of Arizona.
2015
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| Online Access: | http://hdl.handle.net/10150/565833 |