Date of Award
1-23-2018
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Philosophy and Liberal Studies
First Advisor
Brad Minnick
Abstract
The implementation and efficacy of interdisciplinary curriculum at the secondary school level has not been carefully scrutinized. Various definitions of and methodologies for implementing interdisciplinary curriculum have led to an ambiguous field that lacks clear learning goals and adequate data assessing student learning. My project asks teachers to rethink interdisciplinary curriculum by framing interdisciplinarity as a skill itself. I posit a practical implementation strategy, based upon Veronica Boix Mansilla’s pragmatic constructionist view of interdisciplinary learning, for secondary school English teachers to teach students how to “do” interdisciplinarity through a metaphorical approach whose learning goals, efficacy, and liabilities can be measured. My proposed curriculum plan transfers the focus of interdisciplinary curriculum from what teachers do to create interdisciplinary work to what students do to show interdisciplinary skills.
Recommended Citation
McPherson, Heather, "Teaching Interdisciplinary Epistemology as a Skill in the Secondary English Classroom" (2018). Theses and Dissertations. 797.
https://research.ualr.edu/etd/797
