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Showing 1 - 13 of 13 matches in All Departments
Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: Summary of the task Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) Description of how students respond to the activity Description of how the task fits into the overall course List of readings and references Appendix that supplements the task description
Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state's testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests.
Novel standards framework offers a set of interlocking and mutually reinforcing elements that move from developing questions and planning inquiries to communicating conclusions and taking informed action. Presents a field-tested model based on work done with nearly 90 classroom teachers, university faculty, and state education department personnel. Makes a signature contribution to the field by appealing to both practitioner and academic audiences through the curricular and pedagogical opportunities evident in the Inquiry Design Model.
In this book S.G. Grant reports his study of how four Michigan
elementary school teachers manage a range of reforms (such as new
tests, textbooks, and curriculum frameworks) in three different
school subjects (reading, writing, and mathematics). Two
significant findings emerge from his comparison of these responses:
teachers' responses vary across classrooms (even when they teach in
the same school building) and also across the reforms (a teacher
might embrace reforms in one subject area, but ignore proposed
changes in another).
Novel standards framework offers a set of interlocking and mutually reinforcing elements that move from developing questions and planning inquiries to communicating conclusions and taking informed action. Presents a field-tested model based on work done with nearly 90 classroom teachers, university faculty, and state education department personnel. Makes a signature contribution to the field by appealing to both practitioner and academic audiences through the curricular and pedagogical opportunities evident in the Inquiry Design Model.
Organized around four commonplaces of education-learners and learning, subject matter, teachers and teaching, and classroom environment-Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction-planning, implementation, and assessment-always with the goal of creating and supporting students who are motivated, engaged, and thoughtful. Book features and updates to the fourth edition include: * Two new chapters on using the Inquiry Design Model (IDM) to understand inquiry-based teaching and learning and to develop IDM inquiries. * Revised chapter on ideas and questions. * Revised chapter on literacy to more fully incorporate media literacy and digital citizenship. * Real-classroom narratives introduce chapters and provide in-depth access to teaching and learning contexts. * Practical curriculum and resource suggestions for the social studies classroom. * End-of-chapter summaries and annotated teaching resources.
Organized around four commonplaces of education-learners and learning, subject matter, teachers and teaching, and classroom environment-Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction-planning, implementation, and assessment-always with the goal of creating and supporting students who are motivated, engaged, and thoughtful. Book features and updates to the fourth edition include: * Two new chapters on using the Inquiry Design Model (IDM) to understand inquiry-based teaching and learning and to develop IDM inquiries. * Revised chapter on ideas and questions. * Revised chapter on literacy to more fully incorporate media literacy and digital citizenship. * Real-classroom narratives introduce chapters and provide in-depth access to teaching and learning contexts. * Practical curriculum and resource suggestions for the social studies classroom. * End-of-chapter summaries and annotated teaching resources.
In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as "Why don't we know anything about Africa?" offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is "boring."
In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is 'boring.'
In this book, extended case studies of two veteran teachers and
their students are combined with the extant research literature to
explore current issues of teaching, learning, and testing U.S.
history. It is among the first to examine these issues together and
in interaction. While the two teachers share several similarities,
the teaching practices they construct could not be more different.
To explore these differences, the author asks what their teaching
practices look like, how their instruction influences their
students' understandings of history, and what role statewide exams
play in their classroom decisions. "History Lessons: Teaching,
Learning, and Testing in U.S. High School Classrooms" is a major
contribution to the emerging body of empirical research in the
field of social studies education, chiefly in the subject area of
history, which asks how U.S. students make sense of history and how
teachers construct their classroom practices.
In this book S.G. Grant reports his study of how four Michigan
elementary school teachers manage a range of reforms (such as new
tests, textbooks, and curriculum frameworks) in three different
school subjects (reading, writing, and mathematics). Two
significant findings emerge from his comparison of these responses:
teachers' responses vary across classrooms (even when they teach in
the same school building) and also across the reforms (a teacher
might embrace reforms in one subject area, but ignore proposed
changes in another).
In this book, extended case studies of two veteran teachers and
their students are combined with the extant research literature to
explore current issues of teaching, learning, and testing U.S.
history. It is among the first to examine these issues together and
in interaction. While the two teachers share several similarities,
the teaching practices they construct could not be more different.
To explore these differences, the author asks what their teaching
practices look like, how their instruction influences their
students' understandings of history, and what role statewide exams
play in their classroom decisions. "History Lessons: Teaching,
Learning, and Testing in U.S. High School Classrooms" is a major
contribution to the emerging body of empirical research in the
field of social studies education, chiefly in the subject area of
history, which asks how U.S. students make sense of history and how
teachers construct their classroom practices.
Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state's testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests.
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