{"title":"The Common School: Neglected Content in the High School Social Studies Classroom?.","authors":"William W. Goetz","doi":"10.1080/00098659909599402","DOIUrl":"https://doi.org/10.1080/00098659909599402","url":null,"abstract":"tion among the reforms of the antebellum era, despite its role in creating an institution central to the experience of the students in our public schools. Neglected is the opportunity to explore the origins of public education, the accompanying debate, and its relationship to the forces and ideologies that energized the antebellum reform movement, one of the most powerful and complex in American history, but one that is also treated sparsely in the classroom. Neglected as well is the opportunity to evaluate the validity of historical arguments for common schools at a time when public education is again the subject of intense national debate. With this article, I wish to encourage [social studies] teachers and curriculum coordinators to consider the com-","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"486 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131706565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Children's Perceived Academic Self-Efficacy: An Inventory Scale","authors":"J. Jinks, V. Morgan","doi":"10.1080/00098659909599398","DOIUrl":"https://doi.org/10.1080/00098659909599398","url":null,"abstract":"Social learning theorists define perceived self-efficacy as a sense of confidence regarding the performance of specific tasks. For example, Bandura (1986) defines the construct as \"people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one possesses\" (391). Performance self-efficacy influences several aspects of behavior that are important to learning. Among these are choice of activities, effort, persistence, learning, and achievement (Bandura 1977, 1982, 1989a; Schunk 1989a, 1989b; Zimmerman, Bandura, and Martinez-Pons 1992). The most frequently cited self-efficacy theorist, Bandura, theorizes that individuals develop general anticipation regarding cause and effect based on their experiences. Furthermore, he suggests that individuals develop particular beliefs about their ability to cope with situation-specific constructs (Bandura 1977, 1981, 1982, 1986, 1989a, 1989b). If such theories are applied to the study of children's beliefs about learning, it would be logical to predict that children with high academic self-efficacy would be likely to demonstrate greater success in school. Although literature speaking directly to children's academic self-efficacy is rather sparse, what does exist supports the link between self-efficacy and academic performance. For","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126064410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Challenge of Content Area Literacy: A Middle School Case Study","authors":"Ann L. Loranger","doi":"10.1080/00098659909599401","DOIUrl":"https://doi.org/10.1080/00098659909599401","url":null,"abstract":"t's twelve-thirty in John's sixth-grade classroom. The students quietly enter the room and go to their desks. Without a prompt from the teacher, they each take a book out and begin to read. This reading period continues for ten minutes. Then the students take out their response journals and begin to write. What's so unusual about this? Well, it's science class. John Hodsdon is a science teacher at the Charles Dunn Middle School in Danvers, Massachusetts, where he and his students participate in an innovative reading program: All content teachers at his school assume responsibility for teaching content area literacy-that is, the ability to use reading, writing, and study strategies to learn subject matter across the curriculum (Vacca and Vacca 1996). Charles Dunn Middle School, in fact, was selected as the state's winner of the 1996-1997 International Read-","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115751456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Importing a Culture of Success Via a Strong Principal.","authors":"C. Reavis, David Vinson, R. Fox","doi":"10.1080/00098659909599391","DOIUrl":"https://doi.org/10.1080/00098659909599391","url":null,"abstract":"","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123172196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Service Learning: A Reform Initiative for Middle Level Curriculum.","authors":"Warren C. Hope","doi":"10.1080/00098659909599400","DOIUrl":"https://doi.org/10.1080/00098659909599400","url":null,"abstract":"he current reform movement in education began in the 1980s and continues unabated. Comprehensive in scope, affecting all levels of schooling, it has been a singular fixation for educators, parents, and others interested in the quality of students' experiences in schools. Surprisingly, the reform process and the multitude of reports, recommendations, and legislation generated by individuals, commissions, and legislatures have not been translated into actual teaching practices. That is particularly true for middle schools, where a conspicuous gap exists between the existing research and recommendations about the intellectual and emotional needs of young adolescents and the current organization and curriculum of middle schools (Carnegie Council on Adolescent Development 1989). Nevertheless, the reform bandwagon rolls on, and the public continues to castigate our education system for its shortcomings. Overlooked is the basic understanding that for reform to be successful, it must begin with the process of how teachers teach and how students learn (Brooks and Brooks 1993). Central to the process in middle school are informed teachers who understand adolescents and are willing to devote energy and time to their growth and development. Middle school teachers must realize that the curriculum needs to be","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125466344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Challenging the Status Quo of Teacher Education Programs","authors":"M. Romanowski, Thomas E. Oldenski","doi":"10.1080/00098659809599606","DOIUrl":"https://doi.org/10.1080/00098659809599606","url":null,"abstract":"often defining and shaping educational, political, economic, and social beliefs. In the same vein, myths play an important role in public education. It has only been over the past few decades, for example, that schooling has fallen victim to the myth of neutrality, which considers the teaching process to be a neutral, apolitical, and amoral endeavor. Influenced by a discourse centered on technocratic rationality, efficiency, and standardization of curriculum, the myth of neutrality emphasizes the technical aspects of teaching that result in presenting knowledge as a realm of objective facts. For example, textbooks and worksheets become the source of this objective knowledge. They are accepted without question by teachers, and beyond this, revered as the sole ways and means of constructing knowledge. The result is the reduction of \"moral, aesthetic, educational and political issues to technical problems; why and what are reduced to how\" (Bullough and Goldstein 1984, 44). In turn, teachers fail to address controversial issues and moral dilemmas. Instead, emphasis is placed on the pragmatics of how to and what works. This practice has reduced teachers to technicians who are more concerned with the mastering and refining of teaching methodologies than with \"transforming many of the basic cultural institutions and belief systems\" (Purpel 1989, 3).","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126946387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Clueless Newbies in the MUDs: An Introduction to Multiple-User Environments","authors":"W. LeNoir","doi":"10.1080/00098659809599605","DOIUrl":"https://doi.org/10.1080/00098659809599605","url":null,"abstract":"Seamoore swings his sword at Mary. Mary fires. Sam says, \"Who's the waitress around here?\" Ricardo falls to the ground. Mary says, \"You want some of this too?\" Sam says, \"Some of what?\" Mary points the gun at him. Ricardo gasps as his blood makes a stain on the black and white tiled floor. Mary says, \"I'm outta here.\" Mary runs into the stockroom. Ricardo says, \"Mary I can't believe you shot me! We were so... close!\"","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126047578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Art as a Theoretical Base for the Postmodern Curriculum.","authors":"Ron Iannone","doi":"10.1080/00098659809599608","DOIUrl":"https://doi.org/10.1080/00098659809599608","url":null,"abstract":"","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"211 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120970714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
