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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ317517
Record Type: CIJE
Publication Date: 1985
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Too Much Is Too Little.
Hampel, Robert L.
Social Education, v49 n5 p363-65 May 1985
Three case studies of secondary U.S. history teachers who use instructional methods that discourage rather than promote analysis and critical thinking are presented. Teachers do too little because they try to cover too much. The need to improve the teaching of history is urgent. (RM)
Descriptors: Case Studies, Critical Thinking, Educational Needs, History Instruction, Instructional Improvement, Professional Development, Secondary Education, Teaching Methods, United States History
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A