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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).
This study of teachers' responses to reading, writing, and
mathematics reform and the prospects for systemic reform is part of
a growing trend to look at the intersection of curriculum policy
and teachers' classroom practice. It is unique in the way the
author looks at teachers' responses to multiple subject matter
reforms; uses those responses as part of an analysis of the recent
move toward systemic reform; and employs empirical findings as a
means of examining the current movement toward systemic reform.
"Reforming Reading, Writing, and Mathematics" is important reading
for researchers, practitioners, and graduate students of
educational policy, teaching and learning in reading, writing, and
mathematics, and elementary education, and for policy analysts in
universities, foundations, and government.
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 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.
Three case study chapters are paired with three essay review
chapters intended to help readers analyze the cases by looking at
them in the context of the current research literature. Two
concluding chapters extend the cases and analyses: the first looks
at how and why the teachers profiled in this book construct their
individual teaching practices, in terms of three distinct but
interacting sets of influences--personal, organizational, and
policy factors; the second explores the prospects for promoting
what the author defines as ambitious teaching and learning. Many
policymakers assume that standards-based reforms support the
efforts of ambitious teachers, but until we better understand how
they and the students in their classes think and act, that
assumption is hollow at best.
This book is a must have for faculty and students in the field of
social studies education, and broadly relevant across the fields of
curriculum studies and educational policy.
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).
This study of teachers' responses to reading, writing, and
mathematics reform and the prospects for systemic reform is part of
a growing trend to look at the intersection of curriculum policy
and teachers' classroom practice. It is unique in the way the
author looks at teachers' responses to multiple subject matter
reforms; uses those responses as part of an analysis of the recent
move toward systemic reform; and employs empirical findings as a
means of examining the current movement toward systemic reform.
"Reforming Reading, Writing, and Mathematics" is important reading
for researchers, practitioners, and graduate students of
educational policy, teaching and learning in reading, writing, and
mathematics, and elementary education, and for policy analysts in
universities, foundations, and government.
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.
Three case study chapters are paired with three essay review
chapters intended to help readers analyze the cases by looking at
them in the context of the current research literature. Two
concluding chapters extend the cases and analyses: the first looks
at how and why the teachers profiled in this book construct their
individual teaching practices, in terms of three distinct but
interacting sets of influences--personal, organizational, and
policy factors; the second explores the prospects for promoting
what the author defines as ambitious teaching and learning. Many
policymakers assume that standards-based reforms support the
efforts of ambitious teachers, but until we better understand how
they and the students in their classes think and act, that
assumption is hollow at best.
This book is a must have for faculty and students in the field of
social studies education, and broadly relevant across the fields of
curriculum studies and educational policy.
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."
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
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.
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.
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.'
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