|
Showing 1 - 19 of
19 matches in All Departments
Teaching Enslavement in American History provides classroom
teachers with the resources necessary to navigate one of the most
difficult topics in any history course. This volume is the product
of a collaboration between three university professors and a team
of experienced middle and high school teachers. Its nine chapters
include the context for topics like the middle passage, the
Constitution's position on enslavement, African cultural retention,
and resistance to enslavement. The resources include 18 lesson
plans and dozens of short primary and secondary sources modeled on
document-based questions and the inquiry design model. Real
teaching requires courage, a deep understanding of the complexity
of the subject matter, and skillful use of primary sources. Rather
than teaching students what to think, Teaching Enslavement in
American History pushes students to learn how to think: empirical
argumentation, source evaluation, understanding of
change-over-time, and analysis of historical context. The lessons
in this book ask students to read, analyze, and contextualize a
variety of primary sources, to identify the limitations of these
sources and to articulate historical contradiction where it occurs.
At the heart of this book is the belief that historical
consciousness leads to societal change. Teaching about enslavement
is not merely about teaching a curriculum, it is about molding
citizens who will lead our democracy in its journey to become a
more perfect union.
Teaching Enslavement in American History provides classroom
teachers with the resources necessary to navigate one of the most
difficult topics in any history course. This volume is the product
of a collaboration between three university professors and a team
of experienced middle and high school teachers. Its nine chapters
include the context for topics like the middle passage, the
Constitution's position on enslavement, African cultural retention,
and resistance to enslavement. The resources include 18 lesson
plans and dozens of short primary and secondary sources modeled on
document-based questions and the inquiry design model. Real
teaching requires courage, a deep understanding of the complexity
of the subject matter, and skillful use of primary sources. Rather
than teaching students what to think, Teaching Enslavement in
American History pushes students to learn how to think: empirical
argumentation, source evaluation, understanding of
change-over-time, and analysis of historical context. The lessons
in this book ask students to read, analyze, and contextualize a
variety of primary sources, to identify the limitations of these
sources and to articulate historical contradiction where it occurs.
At the heart of this book is the belief that historical
consciousness leads to societal change. Teaching about enslavement
is not merely about teaching a curriculum, it is about molding
citizens who will lead our democracy in its journey to become a
more perfect union.
This collection of historical essays on race develops lines of
inquiry into race and social studies, such as geography, history,
and vocational education. Contributors focus on the ways African
Americans were excluded or included in the social education
curriculum and the roles that black teachers played in crafting
social education curricula.
This collection of historical essays on race develops lines of
inquiry into race and social studies, such as geography, history,
and vocational education. Contributors focus on the ways African
Americans were excluded or included in the social education
curriculum and the roles that black teachers played in crafting
social education curricula.
In Histories of Social Studies and Race: 1865-2000, researchers
investigate the interplay of race and the emerging social studies
field from the time of the Emancipation of enslaved peoples in the
second half of the nineteenth century to the multicultural and
Afrocentric education initiatives of the late-twentieth century.
The chapters incorporate viewpoints from various regions and local
communities, as well as different ideas and ideals regarding
teaching about race and Black history. This volume makes a case for
considering the goals of such efforts-whether for individual
development or social justice-and views the teaching of social
studies education through the lens of race.
A volume in Readings in Educational Thought Series Editors Andrew
J. Milson, Chara Haeussler Bohan, Perry L. Glanzer and J. Wesley
Null Clinical Teacher Education focuses on how to build a
school-university partnership network for clinical teacher
education in urban school systems serving culturally and
linguistically diverse populations. The labor intensive nature of
professional development school work has resulted in research
institutions being slow to fully adopt a clinical teacher education
Professional Development School (PDS) network approach across the
entirety of their teacher preparation programs. Faculty have often
been hesitant to commit to such models in light of the demands of
institutional expectations of publish or perish. In this book,
faculty, researchers, and administrators from academia and from
public schools involved in a clinical teacher education PDS network
discuss their commitment to collaborative clinical teacher
preparation and development, and to inquiry in PDS initiatives in
urban schools. Clinical Teacher Education serves as an in-depth
analysis of the strengths and challenges of establishing
school-university networks in metropolitan environments. Many
experienced and noteworthy authors contributed to Clinical Teacher
Education. The authors hold various administrative and faculty
positions in both university and public school settings. In
addition to editors Chara Bohan and Joyce Many, chapter authors
include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault,
William Curlette, Kezia McNeal Curry, Julie Dangel, Mary Deming,
Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August
Ogletree, Susan Ogletree, Laura Smith, Susan Swars, Dee Taylor and
Brian Williams. In addition, the chapters address a host of issues
that arise when working in a large, urban school-university
clinical teacher education network. Nine chapters include the
following topics: Chapter 1, "Understanding the Complexities
Inherent in Large Scale Implementation of the PDS Model by an Urban
Research Institution," Chapter 2, "Professional Development
Schools: History, Development, and Content Research," Chapter 3,
"The Work and Insights of Professional Development School Boundary
Spanners," Chapter 4, "Possibilities for Clinical Teacher
Education: Four Stories of Field-based Courses Taught at
Professional Development School Sites," Chapter 5, "Examining PDS
Partnerships with Survey Items: Assessing Perception of Fidelity of
Implementation Using the NCATE PDS Standards, " Chapter 6,
"Integrating Inquiry in Clinical Teacher Education Initiatives
Across a PDS Network," Chapter 7, "An Approach to Increasing
Student Achievement: Teacher-Intern-Professor Groups with Anchor
Action Research," Chapter 8, "Making a Difference in Teacher
Development and High Quality Teaching," and Chapter 9, "Partnership
Building in a Context of Change."
A volume in Readings in Educational Thought Series Editors Andrew
J. Milson, Chara Haeussler Bohan, Perry L. Glanzer and J. Wesley
Null Clinical Teacher Education focuses on how to build a
school-university partnership network for clinical teacher
education in urban school systems serving culturally and
linguistically diverse populations. The labor intensive nature of
professional development school work has resulted in research
institutions being slow to fully adopt a clinical teacher education
Professional Development School (PDS) network approach across the
entirety of their teacher preparation programs. Faculty have often
been hesitant to commit to such models in light of the demands of
institutional expectations of publish or perish. In this book,
faculty, researchers, and administrators from academia and from
public schools involved in a clinical teacher education PDS network
discuss their commitment to collaborative clinical teacher
preparation and development, and to inquiry in PDS initiatives in
urban schools. Clinical Teacher Education serves as an in-depth
analysis of the strengths and challenges of establishing
school-university networks in metropolitan environments. Many
experienced and noteworthy authors contributed to Clinical Teacher
Education. The authors hold various administrative and faculty
positions in both university and public school settings. In
addition to editors Chara Bohan and Joyce Many, chapter authors
include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault,
William Curlette, Kezia McNeal Curry, Julie Dangel, Mary Deming,
Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August
Ogletree, Susan Ogletree, Laura Smith, Susan Swars, Dee Taylor and
Brian Williams. In addition, the chapters address a host of issues
that arise when working in a large, urban school-university
clinical teacher education network. Nine chapters include the
following topics: Chapter 1, "Understanding the Complexities
Inherent in Large Scale Implementation of the PDS Model by an Urban
Research Institution," Chapter 2, "Professional Development
Schools: History, Development, and Content Research," Chapter 3,
"The Work and Insights of Professional Development School Boundary
Spanners," Chapter 4, "Possibilities for Clinical Teacher
Education: Four Stories of Field-based Courses Taught at
Professional Development School Sites," Chapter 5, "Examining PDS
Partnerships with Survey Items: Assessing Perception of Fidelity of
Implementation Using the NCATE PDS Standards, " Chapter 6,
"Integrating Inquiry in Clinical Teacher Education Initiatives
Across a PDS Network," Chapter 7, "An Approach to Increasing
Student Achievement: Teacher-Intern-Professor Groups with Anchor
Action Research," Chapter 8, "Making a Difference in Teacher
Development and High Quality Teaching," and Chapter 9, "Partnership
Building in a Context of Change."
|
|