The History teacher最新文献_第3页

Teaching Social Studies with Technology: New Research on Collaborative Approaches 用技术教学社会研究:合作方法的新研究

The History teacher Pub Date : 2006-11-01 DOI: 10.2307/30036936

J. Taylor, M. Duran

{"title":"Teaching Social Studies with Technology: New Research on Collaborative Approaches","authors":"J. Taylor, M. Duran","doi":"10.2307/30036936","DOIUrl":"https://doi.org/10.2307/30036936","url":null,"abstract":"MEETING THE DEMANDS OF TEACHING in the digital age requires the identification of effective types of educational technology and ways of encouraging its use, and that was the aim of a \"Preparing Tomorrow's Teachers to use Technology (PT3)\" grant to the University of Michigan-Dearborn, from the United States Department of Education. This grant funded a four-year program involving not only public school teachers in the Detroit area, but also the faculty in the education and social sciences departments of the university. Dubbed \"The MITTEN Program,\" it explored how the planned integration of new forms of technology affects instruction in social studies in elementary, middle, and high schools. What follows is a report on the outcomes of that project. Between September 1,2001 and April 30, 2005, a total of 257 educators in all of the core academic subject areas participated in seven cohort groups. In social studies, twenty-five full-time public school teachers, twenty-five pre-service teachers, five faculty members, and three field supervisors of student teachers were involved. The data presented in this study were gathered from surveys administered before and after people participated in the program, journal entries, reflections articulated in electronic portfolios and at meetings, and technology projects. The first half of the survey asked nine questions designed to measure the partici-","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"9-25"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036936","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452585","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}

引用次数: 25

Dietrich Bonhoeffer, A Modern Martyr: Taking a Stand Against the State Gone Mad 迪特里希·邦霍费尔，《现代殉道者:反对疯狂的国家》

The History teacher Pub Date : 2006-11-01 DOI: 10.2307/30036944

A. Rankin

引用次数: 2

Death in the Haymarket: A Story of Chicago, the First Labor Movement and the Bombing that Divided Gilded Age America 《干草市场之死:芝加哥、第一次劳工运动和分裂镀金时代美国的轰炸的故事

The History teacher Pub Date : 2006-11-01 DOI: 10.2307/30036947

Gregory L. Kaster, J. Green

引用次数: 16

An Investigation of the Effects of Exam Essay Questions on Student Learning in United States History Survey Classes. 美国历史概论课考试作文题对学生学习效果的调查。

The History teacher Pub Date : 2006-11-01 DOI: 10.2307/30036939

S. Sundberg

{"title":"An Investigation of the Effects of Exam Essay Questions on Student Learning in United States History Survey Classes.","authors":"S. Sundberg","doi":"10.2307/30036939","DOIUrl":"https://doi.org/10.2307/30036939","url":null,"abstract":"THE AMERICAN HISTORICAL ASSOCIATION argues, in its \"Statement of Excellence in Classroom Teaching of History,\" that written assignments are important components of the excellent history classroom because they ask students to use critical thinking skills. The analysis and synthesis of historical materials that are part of critical thinking in the history classroom can provide students the opportunity to think historically. In other words writing assignments can stimulate students to discover the complexity within historical materials, not just memorize them or order them chronologically. The AHA is also emphatic that objective tests in the history classroom should never be the only or \"final measure of student success.\"' Writing in the history classroom is not only an important part of the process of learning, it is an effective assessment tool. Historians, of course, are not alone in the advocacy of the importance of writing assignments in the classroom as a teaching methodology or as an assessment tool. Since the 1980s colleges and universities all over the country have developed Writing Across the Curriculum [WAC] programs that emphasize the benefits of writing for student learning and","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"59-68"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036939","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452658","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}

引用次数: 5

Roosevelt and the Holocaust: A Rooseveltian Examines the Politics and Remembers the Times 《罗斯福与大屠杀:一个罗斯福主义者审视政治并铭记时代

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037073

P. Vincent, Robert L. Beir, Brian Josepher

引用次数: 4

What's Wrong with Online Readings? Text, Hypertext, and the History Web 在线阅读有什么问题?文本、超文本和历史网络

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037065

S. Robertson

{"title":"What's Wrong with Online Readings? Text, Hypertext, and the History Web","authors":"S. Robertson","doi":"10.2307/30037065","DOIUrl":"https://doi.org/10.2307/30037065","url":null,"abstract":"I ACHIEVED SOMETHING that I had been striving to do for several semesters when, in 2002, I revised my survey course on the history of the United States up to Reconstruction by replacing most of the photocopied readings I had assigned in the past with online texts. Readings on the web now provided the basis for ten of the twelve weekly tutorial discussions in the course, as well as for six of the ten essay questions. The tutorial readings included Thomas Harriot's 1590 text, A Briefe and True Report of the New Found Land of Virginia, Benjamin Franklin's Autobiography, documents produced by the antebellum moral reform movement, and photographs of the Civil War.' Not only did using online material allow me to assign sources that I would not otherwise have been able to provide to students, it reduced the size and cost of the course reader, and relieved the strains on the library system created by over a hundred students seeking the same texts. Students had complained about those issues in previous courses that I had taught, but had responded positively to my course web site and the handful of online readings I had used. None had reacted negatively to being required to use the Web. Other teachers had reported similar positive responses when they integrated online sources into their teaching.2 I felt confident that my students would be just as enthusiastic about a larger online component in the course. I was wrong.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"441-454"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68453271","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}

引用次数: 17

Archive of Americana 美国档案

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037090

W. Eastman, Barbara Skaryd Fecteau

引用次数: 0

Images and the History Lecture: Teaching the History Channel Generation 影像与历史讲座:历史频道一代的教学

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037066

Joseph Coohill

{"title":"Images and the History Lecture: Teaching the History Channel Generation","authors":"Joseph Coohill","doi":"10.2307/30037066","DOIUrl":"https://doi.org/10.2307/30037066","url":null,"abstract":"No SENSIBLE HISTORIAN would argue that using images in history lectures is a pedagogical waste of time. We all seem to accept the idea that visual elements (paintings, photographs, films, maps, charts, etc.) enhance the retention of historical information and add greatly to student enjoyment of the subject. Further, many of us remember fondly those professors who enlivened their lectures with well-chosen and well-presented images (usually from slides). Equally, of course, we have all sat through tedious and clumsy attempts to use images, usually accompanied by inexpert use of visual technology and unimaginative balancing of images and lecture notes. But there seems to be very little discussion among historians about how and why images seem to help students understand history, and perhaps most urgently, how to succeed in seamlessly weaving images into lectures without hiring Ken Burns as an technical assistant.2 Based on a two-year study of my own use of images in the classroom, along with other material, this article attempts to address these issues. It provides a brief discussion of the value of images in teaching history and of the recent trends in technology available to aid the history lecturer. It then provides a detailed analysis of how images have been received by my students and offers \"pedagogical techniques for success\" for any historian who wishes to integrate images more fully into lectures.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"8 1","pages":"455-465"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68453283","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}

引用次数: 14

Reflections on TAH and the Historian's Role: Reciprocal Exchanges and Transformative Contributions to History Education. 对台大与历史学家角色的思考:互惠交流与对历史教育的变革贡献。

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037069

K. Long

{"title":"Reflections on TAH and the Historian's Role: Reciprocal Exchanges and Transformative Contributions to History Education.","authors":"K. Long","doi":"10.2307/30037069","DOIUrl":"https://doi.org/10.2307/30037069","url":null,"abstract":"BOTH THE Organization of American Historians (OAH) and The American Historical Association (AHA) have engaged in the debate about reform and improvement of pre-collegiate history education which has been a hot political issue at least since the 1983 publication of A Nation at Risk. National and state history education standards and the move to improve the professional development of history teachers through various initiatives are outgrowths of this move toward reform. Along with an ongoing forum exploring opinions about history education, preparation of history teachers, and public uses of history, both the OAH and the AHA are also supporting initiatives that promote the mission of K-16 linkage and outreach to pre-collegiate institutions and educators. Although contention has arisen about what and whose history we teach, many historians, museum curators, and historical society personnel have embraced these efforts, and many have entered into partnerships with local school districts to develop such projects. While many historians have supported the call for more collaboration between K-12 and university educators, fewer have expounded upon the two-way gains","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"493-508"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68453463","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}

引用次数: 6

A Coat of Many Colors: Immigration, Globalization, and Reform in New York City's Garment Industry 《多彩外衣:移民、全球化和纽约服装工业的改革》

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037094

Daniel Soyer

引用次数: 2