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Opening the Door to Meaning-Making in Secondary Art History InstructionStroud, Elizabeth J. 05 1900 (has links)
Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional authoritative instructional methods and content. With the keys of feminist pedagogy, interactive teaching methods, and the new art histories, the teacher can now unlock that door and lead students to personally relevant learning on the other side. A case study using both qualitative and quantitative research methods was conducted in a secondary art history classroom to examine the teacher's pedagogical choices and the degree to which they enable meaningful and relevant student learning. The analysis of multiple sources of data, including classroom observations, revealed statistically significant correlations between the teacher's instructional methods and the content, as well as their impact on student meaning-making.
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Integrating language arts and social studies through the use of literatureSmith, Janet L. 01 January 1991 (has links)
No description available.
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Teaching adolescents about warKaplan, Richard E. 01 January 1992 (has links)
No description available.
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Teaching the fifth grade social studies curriculum through thematic unitsGagnon, Helen A. 01 January 1990 (has links)
No description available.
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Oral history: An approach to teaching limited english proficient childrenMcNabb, Cheri Andrea 01 January 1992 (has links)
LEP children--Strategy (strategies) chart--Activities manual--Teacher survey.
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There back again in Coachella Valley: A multimedia presentation on historical sites in the Coachella ValleyRay, Lani Sue 01 January 1998 (has links)
No description available.
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A Comparison of the Teaching of History in Teacher Colleges in the Metropolitan Region and Other Regions in ThailandAyuwathana, Suratath 05 1900 (has links)
The purpose of this study is to compare and analyze the teaching of history in teachers colleges in the Metropolitan region and other regions in Thailand. Variables examined in this study include the following: salary, teaching experience, degrees held, the number of graduate credit hours in history, the number of graduate credit hours in education, attendance at professional meetings, the number of publications, membership in professional organizations, the number of hours devoted to course preparations, teaching load, and teaching behaviors. The comparison is based on geographical location of the teachers colleges by region.
The survey instrument, after intensive review and validation by selected faculty both in Thailand and the United States, was distributed to the 180 history instructors in the teachers colleges in the six major regions of Thailand. The total number of responses was 138, or 76.7 per cent. The statistical procedures used in the analyses of data include frequency and percentage of responses, a chi square test of independence, t test, the Yates* correction for continuity, and Fisher's Exact Probability Test (2-tailed).
The data findings from this study indicate that there is a high degree of similarity between the respondents from the Metropolitan region and other regions' history instructors in Thai teachers colleges with respect to the majority of the criteria. Although some significant differences were found, it would be difficult to state that there is a difference between history instructors in the Metropolitan region and other regions groups. Recommendations are made for the history instruction programs in Thailand based on the responses from both groups and the information gathered from a review of the literature.
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Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape PeninsulaEbrahim, Radya January 1994 (has links)
Bibliography: pages 91-96. / The current debates about curriculum policy decision making and the empirical investigation into the teaching of history in South Africa undertaken by the Human Sciences Research Council (1989-1991) have prompted this study. The research undertaken attempts to examine how history teachers' opinions can be collected, interpreted and utilised for curriculum policy formulation. The dissertation initially considers participation m curriculum decision-making and presents the case for the inclusion of teachers in decision making structures and processes. Recent initiatives in South Africa which have attempted to involve teachers in curriculum policy formulation are then examined. A research project was undertaken which surveyed the opinions of history teachers and the Cape Peninsula by means of questionnaires and interviews. Its results demonstrate that the research methodology employed impacts strongly on the information that is gathered and on the way that it can be utilised in curriculum policy formulation. The main conclusions reached were that teacher participation could contribute to a less technicist and more person-centered approach in curriculum development. This approach could improve the quality of the product (syllabus documents) and its subsequent adoption and implementation. The degree to which a school identifies with the syllabuses would be far greater, which would ensure flexibility and willingness to adapt to policies in which teachers have a sense of ownership.
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An inquiry into the use of drama to teach historyHobbs, Paul Edward 01 January 1955 (has links)
The purpose of this study is to show how dramatization of significant historical themes can be more easily realized in high school American history classes.
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Methods of teaching history to grade 12 adult learners: a case-study of an adult education centre in WinterveldtMorake, Moroesi Esther 12 June 2014 (has links)
This study focuses on the methods of teaching history to grade 12 adult learners at
a major rural adult education centre (run by the Sisters of Mercy of the Roman
Catholic Church), called D.W .T. Nthate Adult Education Centre, in the Winterveld.
The grade 12 history class consists of adult learners of different ages, abilities,
maturities and levels of knowledge. This research explored the possibility of making
history teaching in a complex situation more interesting and more participatory. The
case-study method of investigation was used to explore history teaching methods
using the perspective of both the learners and the tutors. Learners wrote and spoke
about the teaching methods they liked and with which they could identify and
expressed their dissatisfaction with some of the other teaching methods used; tutors
described their favourite teaching methods and how they employed them in the
classroom situation. Some teaching methods were observed. This information and
the insights obtained from these techniques of gathering data were related to the
literature studied in the literature survey. This information presented a great
challenge in making teaching of history more interesting and more participatory.
Literature was reviewed in terms of the themes that relate to the topic of this
research, namely: the historical context of adult education In South Africa; the place
and importance of history in educatiu-:; princlplss of teaching adults; approaches and
methods of teaching history; particip. to y methods of teaching adult learners, and
an overview of curriculum change in South Africa (Curriculum 2005). The literature
provided insight into the methods or teaching history in this specific situation. The
literature was reviewed in order to uavelop minimum guidelines consisting of
important elements In teaching hi?to: .' b grade 12 adult learners in the specific
context of the study. A qualitative, fesoarch design was used to gather information.
The history tutor and the vlce-pritid^ai from the chosen centre; the methodologist
from the University of the No.<i; W est, and three tutors from two other adult
education centres were interview in '"lie interviews were very useful In identifying the
causes of the problem and in helping to produce history teaching minimum
guidelines. Two observations were carried out to gather information about what
happens during the history teaching-learning process. The observations were
effective because it was easy to identify contradictions between the information
gathered through this method and the other methods of gathering data. A structured,
open-ended questionnaire was given to twenty-two (22) grade 12 adult learners to
obtain their views on the current methods of teaching history to adult learners. The
responses to the questionnaire were veiy useful because they gave the learners an
opportunity to air their views. A class discussion was conducted to discuss issues not
appearing on the questionnaire and to discuss problems that they, as adult learners,
were encountering. The research results have been presented in the form of tables.
Summaries of the participants' responses follow each table to give meaning to the
summarised information contained in the tables. The discussion of the results is
presented in narrative form. In the discussion, the researcher interprets the
participants’ words and actions. From the researcher's observations, it is dangerous
to say that the problem lies solely with the teaching methods the tutor at the adult
education centre is using, or with the learners' ages, abilities, maturities, and levels
of knowledge. Perhaos the problem stems from the tutor’s lack of content
knowledge; the lack o'- .yiequate teaching and learning aids; the lack of exposure to
a wide range of teaching r.^ -iods; the medium of instruction; the lack of involvement
of adult learners in planrnox-: --id designing learning programmes and activities, and
the personalities of the learners and tutor. However, the information gathered from
the participants and literature showed that it is possible to making the teaching of
history more participatory and wore interesting within the context of this study. From
these findings the researcher developed suggested minimum guidelines for teaching
history to grade 12 adult learners whicn are based on this specific situation of a rural
adult education centre with inadequate re s o u n d and lack of exposure to a wide
range of teaching methods.
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