語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Using Primary Sources to Teach Civil...
~
ProQuest Information and Learning Co.
Using Primary Sources to Teach Civil War History : = A Case Study in Pedagogical Decision Making.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Using Primary Sources to Teach Civil War History :/
其他題名:
A Case Study in Pedagogical Decision Making.
作者:
Snook, David L.
面頁冊數:
1 online resource (369 pages)
附註:
Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:
Dissertation Abstracts International78-12A(E).
標題:
Social sciences education. -
電子資源:
click for full text (PQDT)
ISBN:
9780355107159
Using Primary Sources to Teach Civil War History : = A Case Study in Pedagogical Decision Making.
Snook, David L.
Using Primary Sources to Teach Civil War History :
A Case Study in Pedagogical Decision Making. - 1 online resource (369 pages)
Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Thesis (Ph.D.)--The University of Iowa, 2017.
Includes bibliographical references
This exploratory study combined the process of modified analytic induction with a mixed methods approach to analyze various factors that affected or might have affected participating teachers' decisions to use or not use various primary source based teaching strategies to teach historical thinking skills. Four participating eighth and ninth grade teachers took part in two seminars that focused on the use of primary sources to teach state and local Civil War history.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780355107159Subjects--Topical Terms:
1179940
Social sciences education.
Index Terms--Genre/Form:
554714
Electronic books.
Using Primary Sources to Teach Civil War History : = A Case Study in Pedagogical Decision Making.
LDR
:05197ntm a2200421Ki 4500
001
920340
005
20181129124500.5
006
m o u
007
cr mn||||a|a||
008
190606s2017 xx obm 000 0 eng d
020
$a
9780355107159
035
$a
(MiAaPQ)AAI10261194
035
$a
(MiAaPQ)uiowa:14923
035
$a
AAI10261194
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Snook, David L.
$3
1195107
245
1 0
$a
Using Primary Sources to Teach Civil War History :
$b
A Case Study in Pedagogical Decision Making.
264
0
$c
2017
300
$a
1 online resource (369 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500
$a
Advisers: Gregory Hamot; Bruce Fehn.
502
$a
Thesis (Ph.D.)--The University of Iowa, 2017.
504
$a
Includes bibliographical references
520
$a
This exploratory study combined the process of modified analytic induction with a mixed methods approach to analyze various factors that affected or might have affected participating teachers' decisions to use or not use various primary source based teaching strategies to teach historical thinking skills. Four participating eighth and ninth grade teachers took part in two seminars that focused on the use of primary sources to teach state and local Civil War history.
520
$a
An initial quantitative component required the teachers to evaluate four teaching units that involved a variety of historical thinking skills. The evaluations included a rating for each unit and a statement indicating how likely each teacher was inclined to teach the unit in its entirety. A qualitative component followed, designed to gain an understanding of the teachers' evaluative choices. Based on a follow-up interview conducted in each of the participating teachers' respective classrooms, this qualitative component used a semi-structured interview format to gain insight into the respective teachers' philosophy of history teaching; preferred teaching style(s) and strategies; concerns about classroom management and control; concerns about curriculum coverage; and attitudes, predispositions, and experience with regard to primary source based instruction.
520
$a
All four units required students to employ various historical thinking skills while analyzing primary source materials. The three shorter units each focused on one or two historical thinking skills. The longer unit was more complex, requiring students to employ an array of these skills, including understanding the personal motivation of historical actors, understanding how to reconstruct the context of historical events, weighing evidence for claims, detecting bias, and drawing conclusions from evidence. This unit was organized around a controversial question, presented primary source evidence from opposing viewpoints, and culminated with having students write a reflective essay to answer the question. It required multiple class periods to complete.
520
$a
The principal goal of this study was to evaluate the impact of the four teaching units on the teachers' pedagogical decisions regarding which unit(s) they would be most likely to use with their students and why. The various unit evaluations completed by each teacher and their responses to questions during the follow-up interview were used to gain insight as to how the various factors - (e.g., philosophy of history teaching; preferred teaching style(s) and strategies; concerns about classroom control; concerns about curriculum coverage; and attitudes, predispositions, and experience regarding primary source based instruction) - may have influenced the teachers' decisions concerning which unit(s) they perceived to be the most valuable.
520
$a
The responses of all four teachers were very similar. Three of the four teachers found the longer, in-depth unit to be both the most valuable and the one they would most like to teach. The fourth participant rated this unit as second among the four. All the participating teachers indicated that the teaching of historical thinking skills should be a "very important" part of any social studies curriculum. The four also expressed varying degrees of concern over both the issue of maintaining student interest during extended teaching activities and the issue of finding the time necessary to fit these types of activities into an already crowded curriculum. All agreed, however, that the in-depth unit centered on a compelling question, presenting primary source evidence from opposing viewpoints, and requiring students to write a reflective essay answering the question, was so worthwhile that they would make adjustments to their curricula in order to include it.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Social sciences education.
$3
1179940
650
4
$a
History.
$3
669538
650
4
$a
Pedagogy.
$3
1148703
650
4
$a
Middle school education.
$3
1148691
650
4
$a
Secondary education.
$3
1179560
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0534
690
$a
0578
690
$a
0456
690
$a
0450
690
$a
0533
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
The University of Iowa.
$b
Education.
$3
1192984
773
0
$t
Dissertation Abstracts International
$g
78-12A(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10261194
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入