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History Teachers' Perspectives of Time Constraints, Engagement, and Relevance in the Curriculum.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	History Teachers' Perspectives of Time Constraints, Engagement, and Relevance in the Curriculum./
作者:	Davis, Christy.
面頁冊數:	1 online resource (153 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Social sciences education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355353655

History Teachers' Perspectives of Time Constraints, Engagement, and Relevance in the Curriculum.
Davis, Christy.

History Teachers' Perspectives of Time Constraints, Engagement, and Relevance in the Curriculum. - 1 online resource (153 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Walden University, 2017.

Includes bibliographical references

Over the last 20 years, many state school administrators have reduced social studies instructional time in favor of time dedicated to reading or math skills due to the pressure of standardized testing. The purpose of this qualitative case study, which was based on constructivist theories about learning and schema theory, was to analyze teachers' perspectives on teaching history lessons, in terms of engagement and relevance, while working within new time constraints. Purposeful sampling was used to select 6 teachers for interviews; all had experience teaching social studies courses at the upper elementary and middle levels in a public school district that has been influenced over the last 20 years by the pressures of standardized testing. Interview data were coded and analyzed for common themes. The teachers reported that the lack of planning time and instructional time, compounded with students' lack of schema, hampered the delivery of engaging and relevant history lessons based on the tenets of constructivism. The results of the data collection were used to design a professional development program that would allow teachers to work with engaging instructional strategies designed to stimulate situational interest, which would ultimately lead to schema development. This study has implications for positive social change in that school leaders and other stakeholders could use the results to make decisions about the allotment of instructional and preparation time to provide teachers adequate opportunities to design and deliver engaging and relevant history lessons to enhance students' learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355353655Subjects--Topical Terms:

1179940
Social sciences education.
Index Terms--Genre/Form:

554714
Electronic books.

History Teachers' Perspectives of Time Constraints, Engagement, and Relevance in the Curriculum.
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502 $a Thesis (Ed.D.)--Walden University, 2017.
504 $a Includes bibliographical references
520 $a Over the last 20 years, many state school administrators have reduced social studies instructional time in favor of time dedicated to reading or math skills due to the pressure of standardized testing. The purpose of this qualitative case study, which was based on constructivist theories about learning and schema theory, was to analyze teachers' perspectives on teaching history lessons, in terms of engagement and relevance, while working within new time constraints. Purposeful sampling was used to select 6 teachers for interviews; all had experience teaching social studies courses at the upper elementary and middle levels in a public school district that has been influenced over the last 20 years by the pressures of standardized testing. Interview data were coded and analyzed for common themes. The teachers reported that the lack of planning time and instructional time, compounded with students' lack of schema, hampered the delivery of engaging and relevant history lessons based on the tenets of constructivism. The results of the data collection were used to design a professional development program that would allow teachers to work with engaging instructional strategies designed to stimulate situational interest, which would ultimately lead to schema development. This study has implications for positive social change in that school leaders and other stakeholders could use the results to make decisions about the allotment of instructional and preparation time to provide teachers adequate opportunities to design and deliver engaging and relevant history lessons to enhance students' learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
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