Summer Kid’s Camp Curriculum Evaluation through a Constructivist Lens


Summer 8-14-2015



Degree Name


Primary Advisor/Dissertation Chair

Margot Galt

Secondary Advisor/Reader One

Tracie Powers

Peer-Reviewer/Reader Two

Samantha Turnwall


The research question addressed in the project is, how can summer kid’s camp curriculum support constructivism? The motivating factor for this capstone was the struggle to find a minimally coercive school environment where constructivism could be freely practiced. This capstone details one teacher’s interpretation of constructivist elements which she used to evaluate a summer kid’s camp curriculum for strategies that could be transferred to an elementary classroom. She discusses the similarities and differences between a camp environment and a classroom environment regarding the level of restrictions and coercion found in each. The topic of educational coercion found in this capstone was influenced by the works of Diane Gossen (1994, 2007) who was heavily discussed during the writer’s teacher training program.


Curriculum, Reflective Practice, Teachers/ Teaching

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