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A SELECTIVE HISTORY OF SOCIAL STUDIE...

The Ohio State University.

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A SELECTIVE HISTORY OF SOCIAL STUDIES SCOPE AND SEQUENCE PATTERNS, 1916 TO 1984.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A SELECTIVE HISTORY OF SOCIAL STUDIES SCOPE AND SEQUENCE PATTERNS, 1916 TO 1984./
作者:	PEET, THOMAS STEVEN.
面頁冊數:	376 p.
附註:	Source: Dissertation Abstracts International, Volume: 45-06, Section: A, page: 1713.
Contained By:	Dissertation Abstracts International45-06A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8418995

A SELECTIVE HISTORY OF SOCIAL STUDIES SCOPE AND SEQUENCE PATTERNS, 1916 TO 1984.
PEET, THOMAS STEVEN.

A SELECTIVE HISTORY OF SOCIAL STUDIES SCOPE AND SEQUENCE PATTERNS, 1916 TO 1984. - 376 p.

Source: Dissertation Abstracts International, Volume: 45-06, Section: A, page: 1713.

Thesis (Ph.D.)--The Ohio State University, 1984.

It is often asserted that fundamental curriculum change has not taken place since the 1916 NEA Report of the Committee on Social Studies. Undoubtedly, many alternative curriculum proposals, regardless of their merit, have failed to displace it. This dissertation is designed to help social studies educators understand why this has occurred. Its primary emphasis, therefore, is upon carefully selected scope and sequence proposals from 1916 to 1984. As it is difficult to fully comprehend such proposals apart from past and contemporary events, this study is also a history of social studies education from 1787 to 1984.Subjects--Topical Terms:

1019148
Education, Social Sciences.

A SELECTIVE HISTORY OF SOCIAL STUDIES SCOPE AND SEQUENCE PATTERNS, 1916 TO 1984.
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245 1 2 $a A SELECTIVE HISTORY OF SOCIAL STUDIES SCOPE AND SEQUENCE PATTERNS, 1916 TO 1984.
300 $a 376 p.
500 $a Source: Dissertation Abstracts International, Volume: 45-06, Section: A, page: 1713.
502 $a Thesis (Ph.D.)--The Ohio State University, 1984.
520 $a It is often asserted that fundamental curriculum change has not taken place since the 1916 NEA Report of the Committee on Social Studies. Undoubtedly, many alternative curriculum proposals, regardless of their merit, have failed to displace it. This dissertation is designed to help social studies educators understand why this has occurred. Its primary emphasis, therefore, is upon carefully selected scope and sequence proposals from 1916 to 1984. As it is difficult to fully comprehend such proposals apart from past and contemporary events, this study is also a history of social studies education from 1787 to 1984.
520 $a The first chapter is devoted to a discussion of the complex nature of social studies. The inability of social studies educators to reach consensus upon a definition, central purpose, or desired result, has had a dramatic impact upon curriculum revision.
520 $a A second chapter reviews most major national and state surveys of social studies curriculum patterns from 1915 to 1980.
520 $a A third chapter of the study is a concise history of social studies education from 1787 to 1916. It includes a discussion and summary of the reports of the three most influential national committees prior to 1916: The Committee of Ten (1892), The Committee of Seven (1899), and The Committee on Social Studies (1916).
520 $a The fourth and largest portion of the dissertation is devoted to a critical review of six carefully selected alternative curriculum proposals: The Committee on History and Education for Citizenship (1921), The Future of the Social Studies (1939), The Hanna "Expanding Communities" Curriculum, The Taba Curriculum, The University of Minnesota Project Social Studies (1968), and In Search of a Scope and Sequence for Social Studies (1984).
520 $a Conclusions. (1) The acceptance of the 1916 report was largely accidental. The report has been and continues to be perpetuated by many factors which have nothing to do with the merit of the report itself. (2) The failure of alternative proposals to displace the 1916 report cannot, however, be equated with absolute failure. Each of the proposals examined was superior to the 1916 NEA report. Much of what was proposed was sound, worked, and has been incorporated into common practice. (3) There are constraints upon curriculum improvement which should not be ignored. Some aspects of the traditional scope and sequence, for example, simply cannot be altered. Gradual rather than dramatic curriculum change, therefore, is most likely to succeed.
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791 $a Ph.D.
792 $a 1984
793 $a English
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