This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed. / by Cathy E. Bonner. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

龐朗華 = The development of Chinese history in the secondary school of ... / 據手稿複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao fu yin. / Includes bibliographical references (leaves 213-225). / Pang Langhua = The development of Chinese history in the secondary school of ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 / Chapter 一 --- 研究目的 --- p.1 / Chapter 二 --- 研究範圍 --- p.2 / Chapter 三 --- 文獻述評 --- p.4 / Chapter 四 --- 研究方法 --- p.22 / Chapter 五 --- 論文限制 --- p.25 / Chapter 六 --- 香港中學中國歷史科課程轉變的社會背景──香港和會的發展 --- p.26 / Chapter 第二章 --- 香港中學會考中國歷史科課程之轉變 --- p.33 / Chapter 甲 --- 導言 --- p.34 / Chapter 乙 --- 英中會考課程 --- p.35 / Chapter 丙 --- 中中會考課程 --- p.41 / Chapter 丁 --- 英中和中中會考課程之異同(1952-1973) --- p.47 / Chapter 戊 --- 合併後的課程(1974-1988) --- p.49 / Chapter 第三章 --- 從會考命題及評鑑所見課程之偏重 --- p.57 / Chapter 第四章 --- 香港初中和預科中國歷史科課程之轉變 --- p.76 / Chapter 一 --- 導言 --- p.77 / Chapter 二 --- 初中中國歷史科課程之轉變 --- p.78 / Chapter 三 --- 一年制預科(中大入學誠)中國歷史科課程之轉變 --- p.82 / Chapter 四 --- 兩年制預科(港大入學誠)中國歷史科課程之轉變 --- p.88 / Chapter 五 --- 初中、一年制預科、兩年制預科中國歷史科課程轉變與會考中國歷史科課程之關係 --- p.93 / Chapter 第五章 --- 課程內所傳遞的古代中國形象 --- p.98 / Chapter 第六章 --- 中國大陸和台灣中學的中國歷史科課程 --- p.128 / Chapter 一 --- 導言 --- p.128 / Chapter 二 --- 台灣中學的中國歷史科課程的轉變與特色 --- p.130 / Chapter 三 --- 中國大陸中學的中國歷史科課程的轉變與特色 --- p.132 / Chapter 四 --- 中國大陸、台灣和香港中學的中國歷史科課程的比較 --- p.135 / Chapter 第七章 --- 香港中學中國歷史科教科書之編排與轉變 --- p.149 / Chapter 一 --- 導言 --- p.150 / Chapter 二 --- 香港會考中國歷史科散科書各項編排之轉變 --- p.150 / Chapter 三 --- 香港會考中國歷史科教科書編排之轉變的原因 --- p.163 / Chapter 四 --- 與中國大陸．台灣中國歷史科教科書的比較 --- p.165 / Chapter 第八章 --- 香港中學中國歷史科課程轉變的因素 --- p.197 / Chapter 第九章 --- 緒論 --- p.209 / 附參考書目 / Chapter 一 --- 中文書目 --- p.213 / Chapter 二 --- 英文書目 --- p.222 / 附大表a-w --- p.226

Enduring misconceptions exist regarding the value of learning history. Many history teachers are engaged in lecture- and recitation-based forms of instruction that seem to be at odds with the goal of helping students to develop skills and dispositions important for democratic citizenship. This study asked whether history teachers’ most ubiquitous core teaching practice, the explanation of historical content, had the potential to support civic ends. The study analyzed transcriptions of 43 classroom observations and interviews of ten U.S. history teachers. Findings pointed to five forms of historical explanation that have the potential to make explanation meaningful for preparing students for democratic citizenship. Findings also revealed factors that influenced teachers to make decisions to explain historical content in particular ways. The study has implications for improving teacher education and professional development with the goal of helping history teachers to make explanation meaningful and contributory toward their students’ preparation for democratic citizenship.

楊吟. / "2009年8月". / "2009 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (p. 91-128). / Abstracts in Chinese and English. / Yang Yin. / Chapter 第一章 --- 緒論 --- p.頁1 / Chapter 第一節 --- 嘉靖後期的皇子問題 --- p.頁2 / Chapter 第二節 --- 近人硏究回顧 --- p.頁8 / Chapter 一、 --- """大禮議""與嘉靖初年仕風轉向" --- p.頁10 / Chapter 二、 --- 明世宗的道教信仰 --- p.頁13 / Chapter 第三節 --- 硏究意義 --- p.頁16 / Chapter 第四節 --- 硏究路徑 --- p.頁17 / Chapter 第二章 --- 二王並封的禮秩爭議與朝臣政治倫理 --- p.頁18 / Chapter 第一節 --- 請冊立與冠禮 --- p.頁18 / Chapter 第二節 --- 講讀與講官的選擇 --- p.頁25 / Chapter 第三節 --- 婚禮與出府 --- p.頁30 / Chapter 第四節 --- 康妃與裕王子嗣喪禮 --- p.頁36 / Chapter 第五節 --- 小結 --- p.頁41 / Chapter 第三章 --- 明世宗傳位的表示與原因 --- p.頁43 / Chapter 第一節 --- 明世宗的養生與修道 --- p.頁43 / Chapter 第二節 --- 皇太子與朝臣的互動 --- p.頁48 / Chapter 第三節 --- 朝臣的諫議 --- p.頁54 / Chapter 第四節 --- 小結 --- p.頁61 / Chapter 第四章 --- 內閣、禮部以外朝臣的發聲 --- p.頁66 / Chapter 第一節 --- """易儲""的流言" --- p.頁68 / Chapter 第二節 --- 楊繼盛〈請誅賊臣疏〉 --- p.頁72 / Chapter 第三節 --- 郭希顏〈願獻微忠疏〉 --- p.頁75 / Chapter 第四節 --- 楊繼盛與郭希顏的歷史評價 --- p.頁78 / Chapter 第五節 --- 小結 --- p.頁82 / Chapter 第五章 --- 結語 --- p.頁84 / 附表一 --- p.頁89 / 附表二 --- p.頁90 / 參考書目 --- p.頁91

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

The purpose of this study is to investigate how the knowledge structures in Grade 6 History textbooks have altered since 1994 and how learners in History may be inducted differently into the discipline of History. The transformation from a ‘content-heavy’ to a ‘skills-based’ History curriculum, and the teaching of History as a ‘mode of enquiry’ has resulted in an altered form, shape and character of History, as it exists in the learning area of the Social Sciences in the National Curriculum Statement. Bernstein’s concepts of curricula types and discourses as well as Bertram’s ‘historical gaze’ have been used to frame the study. Bloom’s Revised Taxonomy has been used to identify knowledge types and the cognitive demand of the textbooks. This study is located within the interpretive paradigm using the methodology of content analysis. It utilises the mixed-mode approach, combining both qualitative and quantitative methods. The sampling of the four textbooks (data sources) was purposive due to their popularity, accessibility, publication and prestige. Similar content in the chapter on the “History of Medical Science” was analysed across all four textbooks. Whilst the expectation of the NCS is one of high skill and high knowledge, the findings show that there seems to be a lack of congruence between curriculum requirements and textbook representations. An analysis of the two new textbooks indicate that both content of History (substantive knowledge) and historical procedures (procedural knowledge) are in danger as everyday knowledge is prioritised in its integration with substantive History knowledge in Grade 6 History textbooks. The content analysis also reveals an undeveloped sense of chronology; space and time which has implications for History learners and their appropriate induction into the discipline of History. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

My creative project is the construction of a local history handbook to be used by third grade teachers in the Youngstown City Schools to teach their students the history of Youngstown as a part of their social studies curriculum. The local history handbook that I have constructed has two main parts; a teacher's edition and a student's edition. The teacher's edition is detailed history of Youngstown, written to an adult level of comprehension, and is meant to prepare the teacher with the information needed to answer students' questions. The student's edition is based on the teacher's edition. The student's edition is written to a student's level of understanding and is highlighted with numerous images and activities to further the students' learning of the subject matter.The local history handbook is one component of a larger program, Getting to Know my Downtown in the 3rd Grade, aimed at teaching local third graders the history of their town. Other parts of the program include local history experts and local government leaders coming to speak with the students; traveling activity resource packets; a three — dimensional, interactive map of the downtown; and a culminating field trip to the downtown where students visit many locations important to local history and government. One objective of this project is to establish and strengthen the students' "pride of place" and to prepare them to be better stewards of their local history and built environment in the future. A second objective is to give students a better understanding of how local government operates and the numerous ways for them to make a positive impact on their community. / Department of Architecture

In the past, curricula and courses of study have been mainly subject-oriented and based on the presentation of a body of knowledge in a particular discipline in a formal, logical sequence. Curricula of this nature did not necessarily take into account the personal differences and interests of the students. Presently, curriculum developers are considering both subject-oriented programs and those which are student-oriented. Students in student-oriented programs are allowed to choose freely from the given learning activities available to them. A student-oriented program may be organized in a variety of ways and methods. Examples of such programs include Project PLAN,' learning centers, independent study, criterion referenced testing, and student-developed goals and objectives.The primary purpose of the curriculum presented here is to provide guidelines for teaching American urban history at the secondary level; the program may also be used as a supplement to a United States history course. In both cases this curriculum is made up of several units with the content following a chronological progression. The units included treat urban life in relation to the colonial period, the American Revolution, the frontier period, Western expansion, the great waves of immigration, the rise of bossism, and the suburban thrust. In addition, there is a unit on the medieval city to be used as background material at the instructor's discretion. Cognitive and affective objectives are included in each unit. For each cognitive objective there are several learning activities designed to aid students in its achievement. The writer has suggested how many activities should be completed by each student in order to achieve the particular objectives. However, the final decision on how many activities are needed for each student should rest with the teacher and the student. Each unit also includes a pre-test and a post-test. The purpose for the pre-test is to determine individual learning needs, experiences, and current mastery of the subject in order for the instructor to formulate teaching strategies. In the writer's opinion the post-test should be used to determine whether students have acquired various concepts and generalizations from the activities. Should a student fail the post-test, the teacher is responsible for re-directing the student to another means for meeting the objective. Both the instructor and the learner must work together to aid the learner in understanding the goals and objectives.The philosophy behind this curriculum is based on the work of John Dewey who emphasized the importance of experience, experimentation, and learning by doing. Dewey's pedagogy, sometimes called experimentalism, relies on experiential learning. Experimentalism assumes ideals are tested and emerge from the stresses and strains of daily problem-solving. These ideals guide human decision-making processes and values. Urban history offers students a chance to examine their values and the ones which motivate the people around them. By providing knowledge, skills, and values in their proper perspective, this urban history course should establish a firm link between the individual and his perception of and behavior toward, social and civic affairs outside of the school.Although this curriculum has not been field-tested, curricula which have basic assumptions similar to this one, have been field-tested by a number of commercial firms. Project PLAN of the Westinghouse Learning Corporation has demonstrated that the objectives of this curriculum can be achieved if properly taught. This curriculum is unique in its emphasis of American urban history at the secondary level.'American Institutes For Research and The Westinghouse Learning Corporation, Pro ect PLAN (New York: Westinghouse Learning Corporation, 1973).

The changes brought about by society's move from an industrial to an information society has brought with it changes in the way that society operates - from the way we do business to the way we entertain ourselves and, increasingly, in the way we educate our children. That the society of tomorrow requires new skills to survive and operate had been, and continues to be, debated in a growing number of books and in the popular media. More and more educationists are calling for schools to 'restructure' so as to be able to provide the skills that this new society requires, especially those related to the management of information. The nature of these skills are discussed, together with the potential provided by information technology, particularly computers, to provide them. The current use of computers in schools is addressed, together with the apparent inability of schools to generate effective change from within using in-service training. The researcher suggests that this makes it imperative that teacher training institutions provide the next generation of teacher-trainees with a thorough understanding of the requirements of an information society and the tools that it uses. The research undertaken attempted to provide final year primary education teacher-trainees with one example of the way in which the electronic database can be used to change the teaching of history. By researching in the field and entering data into a data base, the teacher-trainees were able to look at information in new ways. By selecting and sorting data by different fields, they were able to act as ' true' historians - each interacting with the data in his or her own way to extract knowledge that is arguably unique for each participant. The data base was then used with a class of standard four pupils, with the researcher acting as participant observer. The reactions and responses of the pupils to the data was noted and these are discussed in the results . A non-participant observer, also a primary school history -teacher, provided input with respect to the validity of the learning experience and to act as a control. The research is described, together with the observations of the researcher, teacher-trainees and pupils involved. The observations of the non-participant observer are also discussed. Shortfalls and difficulties encountered are pointed out, and areas for further research suggested.