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ERIC Number: ED478729
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
A First Stage Analysis of a Professional Development Program for Elementary, Middle School, and Secondary United States History Teachers.
Diem, Richard; Field, Sherry; Hernandez, Arthur
The call for more effective teaching in history classrooms reflects lessons learned from more than a decade of educational reform efforts that occurred throughout the late 1980s and 1990s. The belief today is that teachers need to have a strong background in content knowledge and concurrent skills to convey an expanding information base to a diverse student population in increasingly challenging classrooms. To address these ongoing instructional issues, and to improve student learning outcomes in U.S. history, a comprehensive three year professional development plan for elementary, middle, and high school U.S. history teachers was designed by a large urban school district in the southwestern United States. Implemented in spring 2002, the goals of this effort center on improving the conceptual understanding and presentation of information by U.S. history teachers. It also sought to positively impact the academic achievement and historical understanding of students in grades 5, 8, and 11, where the required social studies curriculum content is U.S. history. Through implementing the goals, this project seeks to deal with the issues of studying history and understanding the practice of historical investigation. To attain its stated goals the project employs professional development strategies to deepen teachers' understanding of U.S. history, to improve the quality of their instructional delivery, to integrate technology into instruction, and to engage students into a more active study of U.S. history. This paper reports on the project design, implementation strategies, and assessment results after its initial year of operation. (Contains 13 references.) (BT)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A