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ERIC Number: EJ776291
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: Author
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0037-7996
Public Understanding to Political Voice: Action Research and Generative Curricular Practices in Issues and Reform
Agnello, Mary Frances
Social Studies, v98 n5 p217-224 Sep-Oct 2007
The author and preservice teachers in a postbaccalaureate Issues and Reform in Secondary Education course engaged Ernest Stringer's (2004) model of action research to develop generative curricula. They adhered to Walter C. Parker's (1991, 2006) vision of public formation and essential social studies teaching and used student-centered teaching based on students' knowledge needs, which were determined through observation, formative assessments, and two questionnaires. As suggested in Parker's work supporting participatory democracy, the public, including public school teachers, must engage in public discussion and become active in the government's activities of solving public problems. In this article, the author focuses on procedures teachers can follow to implement action research to motivate public understanding and participation in the social studies classroom. Through generative curricula, the students exercised participatory citizenship for democratic ideals promoting cultural diversity and fairer economics both locally and globally. A Summary of Study Procedures is appended.
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A