Αποτελέσματα Αναζήτησης
2 Μαρ 2018 · This chapter traces long-standing debates over the history curriculum that took place from the late 19th century to the present in the United States. These curricular contestations addressed the appropriate scope, learning outcomes, spatial scale, and relative disciplinarity of the study of history in schools.
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The expanding contemporary scholarly significance of...
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1 Ιουλ 2008 · This qualitative study utilized four major data sources: (1) elementary students’ drawings; (2) middle school students’ drawings; (3) elementary general and special education co-teachers’ interviews; and (4) middle-grade general and special education co-teachers’ interviews.
14 Οκτ 2019 · The dominant perspective prompts educators to make standards ‘transparent’ for students, inferring stability through a written explication. The sociocultural perspective highlights a tacit and more dynamic view of standards, suggesting that standards are built by expert consensus and students must learn to meet this community expectation.
3 Αυγ 2020 · For this review, we discuss studies that (a) addressed students’ and/or teachers’ monitoring/regulation accuracy, (b) used mapping or drawing as a generative activity, and (c) reliably coded one or more cues from the maps or drawings to infer cue diagnosticity and/or cue utilization.
The basic idea behind this research was to develop an alternative method to document the lives of schools, classrooms, and students by drawing, quite lit-erally, on the insights and perspectives of those who are perhaps the most as-siduous observers of school and classroom life, namely, students.
1 Οκτ 2012 · History is a great teacher. Educators must understand the fallacies and worthy practices utilized in the past. Through an understanding of these ideologies, future theorists and educators can provide meaningful teaching practices resulting in student learning.
19 Αυγ 2020 · This development of a pedagogy for history lessons is important because it can also contribute to the development of empathy as a general skill. This study reports on interviews with 10 history teachers and 17 students in secondary schools regarding their beliefs about historical empathy.
