Curriculum consonance in technology education classrooms: The official, intended, implemented, and experienced curricula
Ryan A. Brown, Indiana University, United States
Indiana University . Awarded
This study examines the current technology education curriculum that is promoted by the field of technology education and the curriculum that is being taught to and experienced by students. The purpose of this study is to examine the relationships among technology education curricula at different stages of teaching and learning. Framed by the concept of curriculum consonance, as defined by Thornton (1985), this study examines the technology education curriculum at the official, intended, implemented, and experienced levels. In doing so, it begins to answer the questions: what is the official technology education curriculum? what are the intended, implemented, and experienced curricula in technology education classrooms? and how are the official, intended, implemented, and experienced curricula related to each other?
This qualitative inquiry was conducted in three classrooms and utilizes teacher and student interviews, observations, and document analysis as data collection methods. The need for the study corresponds to a line of research that is recommended in both the technology education and curriculum studies fields. The research found that technological literacy was the main aim of the official curriculum. Technological literacy as defined by the field and characterized by the Standards for Technological Literacy was not found to be fully intended, implemented, or experienced in the three classrooms that were explored in this study. Two aims that were found to cut across all cases were preparation for the future and computer knowledge and skills. Other conclusions of the research include the support for curriculum consonance as a conceptual framework for future curriculum research and a number of similarities between the implementation of the technology education curriculum and the idealized industrial arts curriculum. Implications were found for theory, research, and practice in curriculum studies and technology education.
Brown, R.A. Curriculum consonance in technology education classrooms: The official, intended, implemented, and experienced curricula. Ph.D. thesis, Indiana University.
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