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Shirley H. Engle: Decision-making in...

Previte, Mark A.

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Shirley H. Engle: Decision-making in social studies education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Shirley H. Engle: Decision-making in social studies education./
作者:	Previte, Mark A.
面頁冊數:	406 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2595.
Contained By:	Dissertation Abstracts International58-07A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9802738
ISBN:	9780591524437

Shirley H. Engle: Decision-making in social studies education.
Previte, Mark A.

Shirley H. Engle: Decision-making in social studies education. - 406 p.

Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2595.

Thesis (D.Ed.)--The Pennsylvania State University, 1997.

This item must not be sold to any third party vendors.

The reflective inquiry method has been accepted as one of three unique traditions in social studies education. This tradition possesses a strong lineage that dates back to the philosophy of John Dewey. This method has been sustained by the theoretical writings and curriculum materials composed by scholars from higher education. Shirley H. Engle (1906-1994), influenced by the philosophy of Dewey, attempted to implement the teachings of the Progressive Educational movement. This study utilized an array of primary sources including private papers, curriculum documents, articles, books, and interviews to analyze Engle's educational thought to 1994.

ISBN: 9780591524437Subjects--Topical Terms:

1019148
Education, Social Sciences.

Shirley H. Engle: Decision-making in social studies education.
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245 1 0 $a Shirley H. Engle: Decision-making in social studies education.
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500 $a Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2595.
500 $a Adviser: Murry R. Nelson.
502 $a Thesis (D.Ed.)--The Pennsylvania State University, 1997.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The reflective inquiry method has been accepted as one of three unique traditions in social studies education. This tradition possesses a strong lineage that dates back to the philosophy of John Dewey. This method has been sustained by the theoretical writings and curriculum materials composed by scholars from higher education. Shirley H. Engle (1906-1994), influenced by the philosophy of Dewey, attempted to implement the teachings of the Progressive Educational movement. This study utilized an array of primary sources including private papers, curriculum documents, articles, books, and interviews to analyze Engle's educational thought to 1994.
520 $a Engle's educational philosophy took shape as he grew up in Indiana and Illinois during the early part of the century. As a public school teacher Engle's pedagogy was deeply influenced by the Great Depression and the New Deal. His philosophical grounding would be strengthened with his acceptance to the University of Illinois, one of the bastions of Progressive educational thought. Engle completed his undergraduate, masters, and doctoral degrees at Illinois. In 1945, Engle began his affiliation with Indiana University where he would establish himself as one of the leading proponents of a problems-oriented curriculum currently designated as issues-centered education.
520 $a The study concludes that Engle's thought based on (1) issues and problems relevant to the lives of students, (2) evidence found in the individual social sciences, the humanities, and other disciplines, (3) citizenship education, (4) social criticism and (5) decision making found support in higher education but was not considered mainstream thinking by teachers in public and private schools. Engle's dedication and persistence in communicating his beliefs made a number of inroads in the instructional strategies and curriculum theories espoused by the National Council for the Social Studies. These changes are analyzed through Engle's writings, the accomplishments of his graduate students, and his leadership in various educational organizations. The study argues that Engle and his followers laid the philosophical cornerstone for the reflective tradition but were unsuccessful in gathering the empirical data necessary to convince the practitioners of the field.
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