Thesis (EdD.)--Open University.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 122-126).

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (M.A. in education)--Washington State University, December 2005. / Includes bibliographical references.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / In the United States, learning history has traditionally been rooted in a transmission-oriented view of teaching and learning. From this perspective, teachers transfer their historical knowledge to their students. Alternatively, this dissertation positions itself within constructivist theories of teaching and learning, where learning is a process of knowledge construction and students make meaning from their experiences. This dissertation seeks to advance our understanding of how social studies teachers with constructivist beliefs learn to teach school history and the influence that teacher education has, or does not have, on their constructivist beliefs and related practices. This interpretive study employed a multiple-case design that examined the development of four beginning history teachers over time. Data were collected longitudinally from the beginning of the participants' student teaching until the end of their first year in the classroom. Through a qualitative cross-case analysis of interviews, observations, classroom artifacts, and written reflections, this study had several key findings. First, issues of historical content knowledge and classroom control were major barriers for implementation of constructivist-oriented practices in beginning teachers' classrooms. Second, contrary to some previous studies, learning to teach in transmission-oriented contexts did not result in the diminishing ofbeginning teachers' constructivist beliefs. Through reflective practice, these teachers used their experiences to advance their understanding of teaching. Third, although these teachers developed strong conceptual tools in their teacher preparation program, they expressed a lack of practical tools, which could have helped them better and more frequently use constructivist-oriented practices in their classroom. Finally, lack of practical tools expanded into the teachers' inability to teach for historical thinking and historical inquiry, two constructivist-oriented concepts in history education. / 2031-01-01

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 338-352). Available also in a digital version from Dissertation Abstracts.

The aim of the study was to report and evaluate a programme of teacher development in which the teachers themselves would be actively involved. A case study approach was adopted to monitor the programme of teacher development for history teachers within the context of six high schools in the rural area of Nongoma between July 1992 and December 1993. The teachers worked collectively in identifying, analysing and classifying the needs that were relevant to their particular circumstances. Teachers were observed in real classroom situations and commented on their experiences after working collectively. After being observed in real classroom situations teachers attempted to use teaching methods other than those they had been using before. Teaching methods attempted included group work, the skills-based approach and teaching for empathy. Recommendations were made for further teacher development. These included: putting time aside for professional development for such activities to be successful; assisting teachers during pre-service training to produce cheap teaching aids; and encouraging teachers to identify their needs in the field of professional development. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1996.

Sammanfattning Syftet med uppsatsen är att ge en bild av hur verksamma historielärare pratar om och arbetar med det mångkulturella uppdraget som ligger latent i all undervisning i skolan. Mångkulturalitet i det här avseendet fokuserar på hur lärare tänker kring etnisk mångfald och på hur detta avspeglas i undervisningen. För att kunna uppfylla uppsatsens syfte har historielärare som är genuint intresserade av mångfaldsfrågor intervjuats, eftersom ett genuint intresse också betyder en större medvetenhet om sin historieundervisning utifrån ett mångkulturellt perspektiv. Metoden som används är kvalitativ, eftersom detta har kunnat ge det bästa resultatet, då uppsatsen handlar om att få ta del av verksamma lärares erfarenheter, tankar och dagliga arbete. För att kunna tolka lärarnas utsagor har en modell som är en sammanställning av olika forskares resultat gällande det mångkulturella perspektivets integrering i historieundervisningen använts. Resultatet från intervjuerna har visat att lärarnas arbetssätt inte når den högsta nivån av integrering (trots att lärarna har ett genuint intresse för mångfaldsfrågor), vilket gör att man börjar tvivla på om en total mångkulturell integrering är möjlig. Dessutom visar resultatet att lärare har en tendens till att beskriva sin undervisning med ord som gör att man kan härleda till enligt den tyska eller den anglosaxiska historiedidaktiken. / Abstract The purpose of this essay is to present a depiction of how history teachers talk about and work with school’s multicultural mission. Multiculturalism in this sense focuses on how teachers think about ethnic diversity and how it can be seen in the teaching itself. In order to fulfill the purpose of this essay some teachers with a genuine interest in questions about multiculturalism have been interviewed. Since a genuine interest also implies a higher awareness about the multicultural perspective in teaching. To get teachers’ personal experiences and thoughts on education and the multicultural mission a qualitative method is used, which will provide the best result. A model that put together different researchers’ result about different levels of multicultural integration has been used to interpret the teachers’ statements. The result from the interviews show that the teachers’ work with the multicultural perspective does not reach the highest level of multicultural integration in the model (even though the teachers have a genuine interest in questions about multiculturalism), and this result raises a doubt if the highest level of integration is even possible for teachers to achieve. The result also shows that teachers use words when they talks about their teaching that point to either German or Anglo-Saxon didactics.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 176-185).

D.Phil. / History education is part of the intellectual project of high school education and its textbooks matter in terms of their educational brief. History textbooks have a significant role to play, especially in South African classrooms where many teachers have no access to any other media or subject knowledge. Moreover, textbooks represent a sample of a body of knowledge, which can be understood to pass on a sociocultural inheritance, encoded in language and images, as they record the education system's epistemological position in a 'slice in time' with the prevailing mindset in it. This mindset is partly captured in the curriculum, which can be interpreted to affirm that controlling the present and shaping the future rely to some extent on controlling the manner in which the past is presented. The study aims to find out how texts construct or encode this mindset, and how the strategy of their constructors can be recognised or decoded. This aim is realised through exploring a particular topic, namely that of theories of race and racism and their impact, in a set of 10 officially approved grade 11 history textbooks and their teacher guides. To fit the aim of this study, sociocultural theory was deemed as appropriate for the overall lens informing the methods of text analysis and the discussion of the findings. From such a theoretical perspective, instruction and accompanying semiotic tools are considered to be a major avenue for mediating students' /pupils' motives, cognition, and their social development, and hence textbooks, as instructional media, can be regarded as important mediating tools. To investigate this dynamic I pose two research questions: Firstly, how can an interdisciplinary approach to textual analysis be utilised to construct a model for textbook analysis? This question arises from a lack of theoretical, epistemological and ontological considerations of textbook research and addresses a gap in the literature. The second question is, how can such a model be demonstrated 'in action' to analyse one theme in a series of 10 grade 11 history textbooks? Given the historical theme of the impact of 19th century race theories leading to genocide, this research has a humanistic interest in the subject matter and this, in turn, defined the bounded case of this inquiry. The methods are my own hybrid of hermeneutic analysis, discourse analysis, visual analysis, question (pedagogic) analysis, critical analysis, and semiotic analysis. These are all interpretive methods, which are suitable for an inquiry into meaning-making. To realise the aim of constructing an interdisciplinary model for text analysis, I devised five categories or dimensions, namely "making own historical knowledge", "learning empathy", "positioning a textual community", "fashioning stories", and "orientating the reader". These five dimensions are explained in detail, both their deduction from theory and their induction into the research process. These dimensions, once stabilised, had become heuristic devices that guided not only the way I looked for 'answers' to the research questions, but also the overall structure of the thesis.