|
Showing 1 - 6 of
6 matches in All Departments
Can social studies classrooms be effective "makers" of citizens if
much of what occurs in these classrooms does little to prepare
young people to participate in the civic and political life of our
democracy? Making Citizens illustrates how social studies can
recapture its civic purpose through an approach that incorporates
meaningful civic learning into middle and high school classrooms.
The book explains why social studies teachers, particularly those
working in diverse and urban areas, should infuse civic education
into their teaching, and outlines how this can be done effectively.
Directed at both pre-service and in-service social studies teachers
and designed for easy integration into social studies methods
courses, this book examines the experiences of students and
teachers in social studies classrooms as they experience a new
approach to the traditional, history-oriented social studies
curriculum, using themes, essential questions, discussion, writing,
current events and action research to explore enduring civic
questions. Following the experiences of three teachers working at
three diverse high schools, Beth C. Rubin considers how social
studies classrooms might become places where young people study,
ponder, discuss and write about relevant civic questions while they
learn history. She draws upon the latest sociocultural theories on
youth civic identity development to describe a field-tested
approach to civic education that takes into consideration the
classroom and curricular constraints faced by new teachers.
Can social studies classrooms be effective "makers" of citizens if
much of what occurs in these classrooms does little to prepare
young people to participate in the civic and political life of our
democracy? Making Citizens illustrates how social studies can
recapture its civic purpose through an approach that incorporates
meaningful civic learning into middle and high school classrooms.
The book explains why social studies teachers, particularly those
working in diverse and urban areas, should infuse civic education
into their teaching, and outlines how this can be done effectively.
Directed at both pre-service and in-service social studies teachers
and designed for easy integration into social studies methods
courses, this book examines the experiences of students and
teachers in social studies classrooms as they experience a new
approach to the traditional, history-oriented social studies
curriculum, using themes, essential questions, discussion, writing,
current events and action research to explore enduring civic
questions. Following the experiences of three teachers working at
three diverse high schools, Beth C. Rubin considers how social
studies classrooms might become places where young people study,
ponder, discuss and write about relevant civic questions while they
learn history. She draws upon the latest sociocultural theories on
youth civic identity development to describe a field-tested
approach to civic education that takes into consideration the
classroom and curricular constraints faced by new teachers.
This book explores four interrelated themes: rethinking civic
education in light of the diversity of U.S. society; re-examining
these notions in an increasingly interconnected global context;
re-considering the ways that civic education is researched and
practiced; and taking stock of where we are currently through use
of an historical understanding of civic education. There is a gap
between theory and practice in social studies education: while
social studies researchers call for teachers to nurture skills of
analysis, decision-making, and participatory citizenship, students
in social studies classrooms are often found participating in
passive tasks (e.g., quiz and test-taking, worksheet completion,
listening to lectures) rather than engaging critically with the
curriculum. Civic Education for Diverse Citizens in Global Times,
directed at students, researchers and practitioners of social
studies education, seeks to engage this divide by offering a
collection of work that puts practice at the center of research and
theory.
This edited volume showcases work from the emerging field of
design-based research (DBR) within social studies education and
explores the unique challenges and opportunities that arise when
applying the approach in classrooms. Usually associated with STEM
fields, DBR's unique ability to generate practical theories of
learning and to engineer theory-driven improvements to practice
holds meaningful potential for the social studies. Each chapter
describes a different DBR study, exploring the affordances and
dilemmas of the approach. Chapters cover such topics as iterative
design, using and producing theory, collaborating with educators,
and the ways that DBR attends to historical, political, and social
context.
This edited volume showcases work from the emerging field of
design-based research (DBR) within social studies education and
explores the unique challenges and opportunities that arise when
applying the approach in classrooms. Usually associated with STEM
fields, DBR's unique ability to generate practical theories of
learning and to engineer theory-driven improvements to practice
holds meaningful potential for the social studies. Each chapter
describes a different DBR study, exploring the affordances and
dilemmas of the approach. Chapters cover such topics as iterative
design, using and producing theory, collaborating with educators,
and the ways that DBR attends to historical, political, and social
context.
This book explores four interrelated themes: rethinking civic
education in light of the diversity of U.S. society; re-examining
these notions in an increasingly interconnected global context;
re-considering the ways that civic education is researched and
practiced; and taking stock of where we are currently through use
of an historical understanding of civic education.
There is a gap between theory and practice in social studies
education: while social studies researchers call for teachers to
nurture skills of analysis, decision-making, and participatory
citizenship, students in social studies classrooms are often found
participating in passive tasks (e.g., quiz and test-taking,
worksheet completion, listening to lectures) rather than engaging
critically with the curriculum. "Civic Education for Diverse
Citizens in Global Times," directed at students, researchers and
practitioners of social studies education, seeks to engage this
divide by offering a collection of work that puts practice at the
center of research and theory.
|
|