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The impact of standards-based instru...

Tanner, Susan Leigh.

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The impact of standards-based instruction on elementary pre-service teachers' perspectives and knowledge of social studies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of standards-based instruction on elementary pre-service teachers' perspectives and knowledge of social studies./
作者:	Tanner, Susan Leigh.
面頁冊數:	209 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1793.
Contained By:	Dissertation Abstracts International63-05A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3054344
ISBN:	0493696709

The impact of standards-based instruction on elementary pre-service teachers' perspectives and knowledge of social studies.
Tanner, Susan Leigh.

The impact of standards-based instruction on elementary pre-service teachers' perspectives and knowledge of social studies. - 209 p.

Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1793.

Thesis (Ed.D.)--University of Pittsburgh, 2002.

The purpose of this study was to determine whether a social studies methods course designed to provide an in-depth study of the National Council for the Social Studies Curriculum Standards could: (a) appreciably impact pre-service teachers' perspectives of the nature and purpose of social studies; (b) provide them with the necessary knowledge of the social studies curriculum standards; and (c) affect their ability to implement standards-based instruction in the elementary classroom.

ISBN: 0493696709Subjects--Topical Terms:

783747
Education, Teacher Training.

The impact of standards-based instruction on elementary pre-service teachers' perspectives and knowledge of social studies.
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245 1 0 $a The impact of standards-based instruction on elementary pre-service teachers' perspectives and knowledge of social studies.
300 $a 209 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1793.
500 $a Adviser: Kathryn S. Atman.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2002.
520 $a The purpose of this study was to determine whether a social studies methods course designed to provide an in-depth study of the National Council for the Social Studies Curriculum Standards could: (a) appreciably impact pre-service teachers' perspectives of the nature and purpose of social studies; (b) provide them with the necessary knowledge of the social studies curriculum standards; and (c) affect their ability to implement standards-based instruction in the elementary classroom.
520 $a A non-random sample of 18 elementary pre-service teachers were assigned to one section of <italic>Teaching Social Studies in the Elementary School </italic>, a required methods course taught during the Fall Term of 2001.
520 $a This study used a quantitative one-group pretest-posttest design. The Elementary Social Studies Perspective Questionnaire developed by William Thomas Owens (1995) was used to measure pre-service teachers' perspectives and knowledge of social studies. The Ten Thematic Curriculum Standards of Social Studies Questionnaire, developed by this researcher, was designed to demonstrate the students' understanding of each NCSS Curriculum Standard.
520 $a Examination of the NCSS standards served to illuminate the broad scope of content actually considered to be under the umbrella of the term “social studies.” The student performance expectations associated with each standard helped the pre-service teachers to see the practical application of each standard in the elementary classroom.
520 $a The difference between the pretest and posttest means of both instruments clearly indicate the methods course, <italic>Teaching Social Studies in the Elementary School</italic> had a significant impact on the pre-service teacher's perspective of the nature and purpose of social studies and knowledge of the NCSS curriculum standards.
520 $a The data from this study indicates that pre-service teachers: (a) developed a more comprehensive understanding of the nature and purpose of social studies; (b) began to view social studies as an essential part of the elementary curriculum; (c) gained considerable interest in teaching social studies; and (d) gained an increased realization that social studies instruction should be meaningful, challenging, and integrated across the elementary curriculum.
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