東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teaching for Historical Understandin...

Jones, Christopher S.

FindBook

Google Book

Amazon

博客來

Teaching for Historical Understanding: Perspectives from a High School Social Studies Department.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching for Historical Understanding: Perspectives from a High School Social Studies Department./
作者:	Jones, Christopher S.
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556928
ISBN:	9781267994998

Teaching for Historical Understanding: Perspectives from a High School Social Studies Department.
Jones, Christopher S.

Teaching for Historical Understanding: Perspectives from a High School Social Studies Department. - 124 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2013.

This qualitative study examined the issue of history education and its failure to understand and implement the most effective teaching and learning strategies for the discipline. It did this by conducting interviews, observations, and a focus group with a group of history teachers in a suburban high school in New England. While aiming to explain how history teachers' beliefs about teaching history affect their instructional practice and how much those beliefs have been shaped by their knowledge of current instructional theory, it also defined what constitutes teaching for historical understanding, elicited instructors' knowledge and beliefs, and compared the two as they are applied in practice. This study highlighted the contextual nuances that both hinder and help the application of best practices by asking the following three questions: (1) How do history teachers in a largely middle class, suburban high school think about the teaching and learning of history? (2) What has shaped their beliefs and understanding of the teaching and learning of history as reported by them? (3) To what degree is there an alignment between these teachers' stated beliefs about the teaching and learning of history and what is observed in their lesson plans and practice? In the end, the study identified that there are numerous contextual complexities associated with the teaching of history having to do with teachers' knowledge of history, understanding of pedagogy in the context of teaching history, and their personal belief systems concerning the proper instruction of students.

ISBN: 9781267994998Subjects--Topical Terms:

1019148
Education, Social Sciences.

Teaching for Historical Understanding: Perspectives from a High School Social Studies Department.
LDR:02495nam a2200277 4500 001 1968865
005 20141231071622.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781267994998
035 $a (MiAaPQ)AAI3556928
035 $a AAI3556928
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jones, Christopher S. $3 2106088
245 1 0 $a Teaching for Historical Understanding: Perspectives from a High School Social Studies Department.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Advisers: Christopher Unger; Alan Stoskopf.
502 $a Thesis (Ed.D.)--Northeastern University, 2013.
520 $a This qualitative study examined the issue of history education and its failure to understand and implement the most effective teaching and learning strategies for the discipline. It did this by conducting interviews, observations, and a focus group with a group of history teachers in a suburban high school in New England. While aiming to explain how history teachers' beliefs about teaching history affect their instructional practice and how much those beliefs have been shaped by their knowledge of current instructional theory, it also defined what constitutes teaching for historical understanding, elicited instructors' knowledge and beliefs, and compared the two as they are applied in practice. This study highlighted the contextual nuances that both hinder and help the application of best practices by asking the following three questions: (1) How do history teachers in a largely middle class, suburban high school think about the teaching and learning of history? (2) What has shaped their beliefs and understanding of the teaching and learning of history as reported by them? (3) To what degree is there an alignment between these teachers' stated beliefs about the teaching and learning of history and what is observed in their lesson plans and practice? In the end, the study identified that there are numerous contextual complexities associated with the teaching of history having to do with teachers' knowledge of history, understanding of pedagogy in the context of teaching history, and their personal belief systems concerning the proper instruction of students.
590 $a School code: 0160.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a History, General. $3 1017448
690 $a 0534
690 $a 0578
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 $a 0160
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556928