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Peer reviewedCommeyras, Michelle; Alvermann, Donna E. – Social Studies, 1994
Asserts that there is an important difference between history as socially constructed knowledge and as an objective, fixed account. Reports on a content analysis of three high school world history texts to determine how the meaning from them may be influenced in the content and power relations implicit in the textbook language. (CFR)
Descriptors: Critical Thinking, Cultural Differences, Cultural Influences, Cultural Pluralism
Peer reviewedKuiper, Wilmad; van den Akker, Jan – Social Studies, 1995
Reports on an evaluative study of a secondary level civics curriculum in the Netherlands. Finds a discrepancy between the curriculum plans of the developers and the classroom implementation of the curriculum. Recommends an implementation-oriented development strategy with emphasis on early and intensive formative evaluation. (CFR)
Descriptors: Active Learning, Citizenship Education, Civics, Curriculum Development
