NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED401249
Record Type: RIE
Publication Date: 1994-Apr-4
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
In the Global Classroom: Teacher Decision-Making and Global Perspectives in Education.
Merryfield, Merry M.
Classroom teachers and teacher educators involved in implementing global education in schools have described their efforts as making connections across cultures and civilizations and across global issues instead of teaching them separately; identifying historical antecedents to current world issues and problems; linking global content to the lives of one's students; and teaching tolerance and appreciation of cultural differences. Research was undertaken to learn: the major principles guiding teachers' instructional decision-making as they teach about the world and the contextual factors identified as most important in influencing these principles. The study began with observation of 6 teachers (2 elementary, 2 middle, and 2 secondary) from a large urban district and 6 teachers from a small, affluent, suburban district during the 1990-91 academic year. Follow-up interviews were held after each class with each teacher. Several guiding principles were found: (1) study diverse cultures and emphasize multiple perspectives, comparisons, and tolerance; (2) use major themes to organize and integrate global content; (3) have students make connections across time and space; (4) connect content to students' lives; (5) emphasize skills in higher level thinking and research; and (6) employ a variety of teaching strategies and instructional resources. Underlying these approaches was a common belief in cultural diversity as positive and a focus on skills in higher level thinking, research, and decision-making. (Contains 47 references.) (JLS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4, 1994). Contains small type.