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Teenagers doing history out-of-schoo...

Johnston, Glenn T.

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Teenagers doing history out-of-school: An intrinsic case study of situated learning in history.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teenagers doing history out-of-school: An intrinsic case study of situated learning in history./
作者:	Johnston, Glenn T.
面頁冊數:	451 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3012.
Contained By:	Dissertation Abstracts International69-08A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3326804
ISBN:	9780549790433

Teenagers doing history out-of-school: An intrinsic case study of situated learning in history.
Johnston, Glenn T.

Teenagers doing history out-of-school: An intrinsic case study of situated learning in history. - 451 p.

Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3012.

Thesis (Ph.D.)--University of North Texas, 2008.

This intrinsic case study documents a community-based history expedition implemented as a project-based, voluntary, out-of-school history activity. The expedition's development was informed by the National Education Association's concept of the intensive study of history, its structure by the history seminary, and its spirit by Webb's account of seminar as history expedition. Specific study objectives included documentation of the planning, implementation, operation, and outcomes of the expedition, as well as the viability of the history expedition as a vehicle for engaging teenagers in the practice of history. Finally, the study examined whether a history expedition might serve as a curriculum of identity. Constructivist philosophy and situated learning theory grounded the analysis and interpretation of the study.

ISBN: 9780549790433Subjects--Topical Terms:

539262
Education, Secondary.

Teenagers doing history out-of-school: An intrinsic case study of situated learning in history.
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245 1 0 $a Teenagers doing history out-of-school: An intrinsic case study of situated learning in history.
300 $a 451 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3012.
500 $a Adviser: James D. Laney.
502 $a Thesis (Ph.D.)--University of North Texas, 2008.
520 $a This intrinsic case study documents a community-based history expedition implemented as a project-based, voluntary, out-of-school history activity. The expedition's development was informed by the National Education Association's concept of the intensive study of history, its structure by the history seminary, and its spirit by Webb's account of seminar as history expedition. Specific study objectives included documentation of the planning, implementation, operation, and outcomes of the expedition, as well as the viability of the history expedition as a vehicle for engaging teenagers in the practice of history. Finally, the study examined whether a history expedition might serve as a curriculum of identity. Constructivist philosophy and situated learning theory grounded the analysis and interpretation of the study.
520 $a Undertaken in North Central Texas, the study followed the experiences of six teenagers engaged as historians who were given one year to research and write a historical monograph. The monograph concerned the last horse cavalry regiment deployed overseas as a mounted combat unit by the U.S. Army during World War II. The study yielded qualitative data in the form of researcher observations, participant interviews, artifacts of participant writing, and participant speeches. In addition, the study includes evaluations of the historical monograph by subject matter experts.
520 $a The data indicate that participants and audience describe the history expedition as a highly motivational experience which empowered participants to think critically, write historically, and create an original product valuable to the regiment's veterans, the veterans' families, the State of Texas, and military historians. The study supports the contention of the National Education Association that the intensive study of history can be beneficial both to expedition participants and to their community. The assertion that engaging teenagers as researchers within a discipline serves as a curriculum of identity was supported in the study as well. The study underscored the importance of oral history as a gateway for learning about modern history.
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