Seeing the world in 3D: learning in the community

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dc.contributor.advisorLaGrange, Annette V.
dc.contributor.authorKydd, Gillian Susan
dc.date.accessioned2005-08-19T20:54:11Z
dc.date.available2005-08-19T20:54:11Z
dc.date.issued2004
dc.descriptionBibliography: p. 257-262en
dc.description.abstractOver the past ten years, we have developed in Calgary an innovative program that helps teachers use the world as their classroom. In this Campus Calgary/Open Minds program, teachers from Grades One through Twelve take their class to one of nine community sites for an entire week. Currently, six thousand Calgary students have this opportunity each year. The concept has spread to eleven other sites across North America, and to Singapore. The expectation is that students will learn in deeper ways when their classroom learning is enhanced with interesting experiences outside the school. The week at the site can be a catalyst for a long-term interdisciplinary study developed by the classroom teacher. Education staff from the Calgary Board of Education, with support from the Calgary Catholic School District, administers the program and work with each participating teacher. A coordinator at each site plans with the teachers to create a week that is tailor-made for each class. A critical component of this experience is time: time for students to slow down and see the world, and time for teachers to slow down and see teaching and learning, and their children, in new ways. The aim of the case study presented in this thesis is two-fold: to describe in Part One the process of establishing the Campus Calgary/Open Minds program, and to examine in Part Two several questions about teaching and learning and the program that have arisen from the experiences we have had over the past ten years. For the latter I have used Elliot Eisner's educational criticism (1998) as a basis for a long-term study of one teacher and her class as they participate in Glenbow Museum School, one of the sites of the program. In Eisner's approach, the connoisseur observes a set of phenomena and then as critic communicates his thinking to others. In this thesis, as in our program, the students, teachers and researcher are part of the entire process of layered observation and interpretation. The focus in the analysis of the teacher's journey is on the "habits of mind" that are central to our program, the complexity of classroom life, and the impact on teacher practice. The final discussion raises questions about teaching and learning in the traditional school setting, and the potential role of the community in the education of its children.en
dc.format.extentviii, 285 leaves : ill. ; 30 cm.en
dc.identifier.citationKydd, G. S. (2004). Seeing the world in 3D: learning in the community (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/12739en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/12739
dc.identifier.isbn0612934977en
dc.identifier.lccAC1 .T484 2004 K98en
dc.identifier.urihttp://hdl.handle.net/1880/42578
dc.language.isoeng
dc.publisher.facultyEducation
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleSeeing the world in 3D: learning in the community
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1514 520492031
ucalgary.thesis.additionalcopy370 EDC 2004 KYDen
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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