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dc.contributor.advisorO'Brien, Joe
dc.contributor.authorEllsworth, Tina M.
dc.date.accessioned2018-03-09T21:52:26Z
dc.date.available2018-03-09T21:52:26Z
dc.date.issued2017-08-31
dc.date.submitted2017
dc.identifier.otherhttp://dissertations.umi.com/ku:15542
dc.identifier.urihttp://hdl.handle.net/1808/26134
dc.description.abstractPedagogical Content Knowledge exists in some capacity in every teacher. It is more well-developed as the wisdom in practice informs it. In their capacity as curriculum gatekeepers, teachers enact their PCK as they decide which content to teach. But what knowledge is of most worth? How do teachers employ the structures unique to their disciplines as they make decisions about what content to teach? This study examines the earliest enactment of pedagogical content knowledge of three, beginning history teachers via what content they decide to teach, and how they organize the content to bring sense to it as they prepare it for learners.
dc.format.extent203 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectSocial sciences education
dc.subjectHistory
dc.subjectCurriculum development
dc.subjectbeginning teachers
dc.subjectcontent decision making
dc.subjecthistory content knowledge
dc.subjecthistory education
dc.subjectpedagogical content knowledge
dc.subject
dc.subjectteacher education
dc.titleBeginning history teachers’ enactment of pedagogical content knowledge through content decision-making
dc.typeDissertation
dc.contributor.cmtememberWhite, Steve
dc.contributor.cmtememberDeLuca, Thomas
dc.contributor.cmtememberHamilton, Mary Lynn
dc.contributor.cmtememberMahlios, Marc
dc.thesis.degreeDisciplineCurriculum and Teaching
dc.thesis.degreeLevelPh.D.
dc.identifier.orcidhttps://orcid.org/0000-0002-9277-9554
dc.rights.accessrightsopenAccess


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