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What is social education? A self-stu...

McCormack, Susan.

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What is social education? A self-study into the nature of social education in a pre-service social studies methods course: Transitioning between social studies and social education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What is social education? A self-study into the nature of social education in a pre-service social studies methods course: Transitioning between social studies and social education./
作者:	McCormack, Susan.
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2934.
Contained By:	Dissertation Abstracts International67-08A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3229760
ISBN:	9780542833991

What is social education? A self-study into the nature of social education in a pre-service social studies methods course: Transitioning between social studies and social education.
McCormack, Susan.

What is social education? A self-study into the nature of social education in a pre-service social studies methods course: Transitioning between social studies and social education. - 207 p.

Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2934.

Thesis (Ed.D.)--University of Houston, 2006.

"Inquiry needs to become a professional habit of mind" (Kroll, 2005, p. 179) and begins with the individual educator as they inquire into their own teaching. This self-study aims to utilize student generated data as a tool to explain the paradigmatic shift between Social Studies and Social Education in an elementary methods course. The study dissects student narratives, personal narratives and university generated evaluations to assist in the deconstruction of debates on "what" and "how" to teach the discipline (Ross, 2001); Evans, 2004; Singer, 2005; Stanley, 2005) and the implications these patterns have on future instructional goals.

ISBN: 9780542833991Subjects--Topical Terms:

783747
Education, Teacher Training.

What is social education? A self-study into the nature of social education in a pre-service social studies methods course: Transitioning between social studies and social education.
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245 1 0 $a What is social education? A self-study into the nature of social education in a pre-service social studies methods course: Transitioning between social studies and social education.
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500 $a Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2934.
500 $a Adviser: Cameron White.
502 $a Thesis (Ed.D.)--University of Houston, 2006.
520 $a "Inquiry needs to become a professional habit of mind" (Kroll, 2005, p. 179) and begins with the individual educator as they inquire into their own teaching. This self-study aims to utilize student generated data as a tool to explain the paradigmatic shift between Social Studies and Social Education in an elementary methods course. The study dissects student narratives, personal narratives and university generated evaluations to assist in the deconstruction of debates on "what" and "how" to teach the discipline (Ross, 2001); Evans, 2004; Singer, 2005; Stanley, 2005) and the implications these patterns have on future instructional goals.
520 $a My explorations into Kincheloe's (1999) Social Education philosophy created an internal disequilibrium regarding my conservative praxis. I introduced Social Education as a viable educational reform for elementary Social Studies pre-service educators and examined: What to teach? How to Teach? and Social Education's impact on pedagogy. The study focuses on the following inquiry: (1) How do preservice elementary educators assimilate Social Education, a philosophy that engages in critical inquiry when standards-based instruction is the norm? (2) What pedagogical strategies allow the implementation of an effective Social Education program? (3) What is the overall purpose for the advancement of Social Education in existing school curricula?
520 $a This research is a form of action research, which is largely conducted by educators who are interested in improving teacher education, their own practice, or the transformation of existing educational practice (Fraenkel & Wallen, 2003; Johnson, 2005; Carr & Kemmis, 1986; Ham & Kane, 2004). The self-study genre of action research attempts to answer questions of best practice in teacher education (Cochran-Smith & Lytle, 2004; LaBoskey, 2004). It is research that is linked to the desires of the teacher educator to teach in ways commiserate with the hopes for their student-teachers' teaching" (Loughran, 2004). Results of this study may impact the future development of Social Studies methods course development and improvement, creating more democratic, reflective and critical learning environments.
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