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ERIC Number: EJ926059
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0885-985X
Using Mentoring to Support a Novice Teacher Using Problem Based Historical Inquiry with "Low Achieving" Students
Kohlmeier, Jada; Saye, John; Mitchell, Linda; Brush, Thomas
Journal of Social Studies Research, v35 n1 p56-79 Spr 2011
Inquiry-based history instruction is rare in most school settings, but particularly in classes of students who are perceived to be "low achieving." Students with low reading abilities or test scores typically receive instruction focused on rote recall of historical information. Teachers and students face great obstacles in inquiry based learning, so often teachers fail to attempt complex instruction with students they perceive will struggle. This paper explores a collaborative community of practice involving classroom teachers and teacher educators, working to implement problem based historical inquiry with a class of students perceived to be "low-achieving". Though not generalizable, this paper suggests effective collaboration may encourage the development of professional teaching knowledge that motivates and supports novice teachers in providing all students opportunities to engage in issues-centered history instruction. (Contains 3 tables.)
International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail: ISSS@mail.ucf.edu; Web site: http://www.TheISSI.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A