Your search found 43 results.

Descriptors:
Social Sciences; Observation; Feedback (Response); Teacher Educators; Historiography; History Instruction; History; Preservice Teachers; Historians

Abstract:
While the field of history education elucidates a clear and ambitious vision of high-quality history instruction, a current challenge for history educators (including teacher educators, curriculum specialists, and school-based history and social science supervisors) becomes how to illuminate and capture this when observing classrooms to research history instruction or to provide useful discipline-specific feedback to preservice (and inservice) history teachers. This paper introduces the structure of the "Protocol for Assessing the Teaching of History" (PATH), an instrument that provides one lens through which to observe secondary history teaching in order to provide a means for structured and focused observation of history teaching and learning with the goal of improving instruction. The authors make no claims that PATH is "the" way of teaching and learning history; rather, PATH initiates the conversation about how to capture and explore the specific teaching behaviors that the research and practitioner literature has shown to contribute to high-quality history instruction. PATH is an attempt to, as Grossman terms it, engage in the difficult work of ""decomposition" of practice--breaking down complex practice into its constituent parts for the purposes of teaching and learning." (Contains 1 figure and 23 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Knowledge Level; Museums; Human Resources; Historical Interpretation; History Instruction; Case Studies; Secondary School Students; Disabilities; Inclusion; High Stakes Tests; Observation; Interviews; Reflection; Teacher Collaboration; Special Education Teachers; Regular and Special Education Relationship; Teaching Methods; Scores; Teacher Education

Abstract:
In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive World History I course in a high-stakes testing context (Virginia). Data collected included observations, interviews, curricular materials, and reflective memos. Analysis of these data indicate that John and Anna were "ambitious" collaborators--they offer an exemplary case of a special education teacher and a general education teacher developing a positive and productive working relationship, especially in coordinating their pedagogical performance within the classroom. However, in terms of how they made sense of instruction, it appeared as though Anna, the special educator, elucidated a slightly more ambitious vision in terms of her ability to think about how to connect history to students and how to teach beyond the test. John, on the other hand, appeared to be aware of, and concerned with, the high-stakes testing context. His concerns about behavior management and his narrow focus on his students' test scores appeared to influence every aspect of his thinking about history instruction. Implications for teacher education are discussed. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Schedules; Educational Improvement; Federal Programs; Social Sciences; Ideology; Educational Indicators; Accountability; Standards; Politics of Education; Epistemology; High Stakes Tests; Educational Attitudes; History; History Instruction

Abstract:
The authors trace the development and implementation of Virginia's History and Social Science standards-based accountability system from 1995 to 2009. They frame the study within an examination of the political ideologies that influence policy realization and unpack the relationship between ideological and epistemological beliefs about the nature of disciplinary knowledge and arguments regarding what knowledge is of most worth and whose voices should be included. While initial policy implementation created vociferous reactions, subsequent revisions have been met with silence. Such acquiescence, the authors suggest, reflects the ways in which high stakes testing as a vehicle for assessing learning has become normalized in Virginia. This shift in beliefs about education foreshadows the potential impact of the nationwide accountability movement and raises a concern that if Virginia ceased to test history and social science, its place within the school schedule would be lost to content areas that impact Adequate Yearly Progress (AYP). (Contains 10 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Laws; Educational Research; Special Education; Parents; Advocacy; Parent Child Relationship; Conflict; School Districts; Educational Policy; Activism; Individualized Education Programs; Politics of Education; Social Networks; Longitudinal Studies; Interviews; Expertise

Abstract:
Drawing on interviews with parents of children with significant disabilities, as well as administrators and special education consultants, between the early 1990s and 2008 in a mid-Atlantic US state, this paper examines the work of parental advocates as they translate special education policies to negotiate concessions for parents, bring issues into public debate, or attempt to incite other parents to activism. Advocates, we suggest, act as bridging agents in generating networks, connecting parents with others, articulating their knowledge with other parents' knowledge, and bringing additional communicative resources to encounters. The paper illuminates approaches to advocacy work and traces the tensions and shifts from adversarial/participatory constructions of advocacy work toward more professionalizing/meditational constructions as the articulations of local institutional arrangements and national disability law and politics evolve. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Design; Multimedia Instruction; History; Inquiry; Learning Strategies; Student Centered Curriculum; Learning Theories; Difficulty Level; Cognitive Processes; Short Term Memory; Educational Environment; Redundancy; Training; Context Effect; Learning Modalities; Recall (Psychology); Instructional Effectiveness

Abstract:
The purpose of this study was to assess the effects of training, modality, and redundancy on the participants' ability to apply and recall a historical inquiry strategy. An experimental research design was utilized with presentation mode as the independent variable and strategy application and strategy recall as the dependent variables. The participants were engaged in the multimedia intervention for a total of five days, for approximately 30 minutes a day. The results of the study revealed significant differences in the training main effects analysis indicating that strategy instruction can be effectively provided in a multimedia learning environment. However, no significant differences were found for the modality and redundancy main effects. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Field Trips; Social Studies; Models; National Standards; Video Technology; Technology Uses in Education; Educational Media; Educational Technology; Web Sites; Virtual Classrooms

Abstract:
Jeremey Stoddard's article in this issue, "Toward a Virtual Field Trip Model for the Social Studies," describes his analysis of the Colonial Williamsburg Electronic Field Trip and a conceptual model for developing meaningful and successful electronic or virtual field trips. In an effort to contextualize the Colonial Williamsburg Electronic Field Trip, extend the analysis, and provide a counterpoint to some of the findings, two Colonial Williamsburg staff members who worked on the Colonial Williamsburg Electronic Field Trip offer here responses to specific findings and claims in Stoddard's work. These responses are arranged sequentially below as they relate to Stoddard's article and are referenced and linked in Stoddard's paper. We invite additional feedback and dialogue. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Parents; Interviews; Special Needs Students; School Schedules; Time Factors (Learning); Social Bias; Parent Participation; Student Participation; Mental Retardation; Physical Disabilities; Educational Environment; Attitudes toward Disabilities; Teacher Attitudes; Social Isolation

Abstract:
Drawing on interviews with parents of children with complex disabilities in several school systems in a US state, this paper examines how temporal units such as the school day and school year and practices organized around artifacts like clocks and calendars work as "devices of temporal distanciation" to separate children with disabilities from other children and exclude their families from critical relations with schools. The paper focuses on two kinds of effects: the ways differentiated timetables separate children and the ways constructing school time in bounded, discrete units limits the ability of parents and children to make key elements of their lives visible to the school. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Artists; Cooperation; Museums; Art; Social Studies; Internet; Partnerships in Education; Constructivism (Learning); Painting (Visual Arts); Global Approach; Technology Integration; Educational Technology; Technology Uses in Education; Teachers

Abstract:
If the mission of the social studies is to educate global citizens for the twenty-first century, then students must learn how to engage in the type of systematic and sophisticated literacy work that recognizes the power of images as well as texts. In an era of high stakes testing, it is not easy for teachers to find time to locate appropriate art, never mind organize field trips to art museums. Yet educators in both museums and schools are starting to see that some of the most powerful collaborations are those that harness the promise of technology. This paper introduces one such collaboration--one that leverages Web 2.0 technologies to scaffold inquiry and interpretation. Through this collaboration, the authors developed a scaffold to support the interpretation of works of art (REED-LO) and an accompanying freely available Web-based Art Interactive Tool (WAIT). REED-LO is an acronym for the supporting stages students move through as they formulate an interpretation of a work of art. The initial step, Reacting, is followed by Embracing, Exploring, Deciphering, and then Locating the work in its historical context. The process culminates with Opining, or putting forth an opinion as to the work's meaning. Together REED-LO and WAIT allow students to virtually visit with selected works of art from the museum's collection and, more importantly, move beyond the "sit and get" experience normally associated with Web 1.0 technologies (or just visiting a museum for that matter) toward a "sit and give" experience where students have the opportunity to publish their own interpretations and perspectives on works of art online. (Contains 2 tables, 3 figures, and 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Learning Strategies; Tutorial Programs; Multimedia Materials; Information Technology; Scaffolding (Teaching Technique)

Abstract:
This article reports on the findings of a study designed to assess the utility of a multimedia tutorial intended to scaffold the development of historical source analysis through the use of the SCIM strategy. Seventy-seven undergraduate students (29 males, 48 females) with a mean age of 19.4 years engaged in a 2.5-hour tutorial across three instructional episodes. Students were assessed for retention of the SCIM strategy following each instructional episode (posttests 1-3) and assessed for the application of the SCIM strategy both before the instructional episodes (pretest) and following each episode (posttests 1-3). The results indicate that students learned to recall the SCIM strategy well and apply the first three, of four, stages of the SCIM strategy to new historical sources. This study joins a growing body of empirical research designed to examine how digital technologies can support the teaching and learning of the doing of history. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Futures (of Society); Foreign Countries; Primary Education; Student Attitudes; Secondary School Students; Questionnaires; Interviews; Environment; Conservation (Environment)

Abstract:
This paper looks at the growing interest in exploring alternative futures and in particular at the need for a futures perspective in education. It looks at the ways in which educators are responding to this and at the concerns expressed by young people themselves about the future. The value of a futures perspective in work exploring issues of environment and sustainability, whether in local or global contexts, is stressed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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