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on dialogic history teaching, of which the focus on students as an important part of classroom dialogues is central. Keywords: designed meaning-making; dialogic history teaching; student–subject relationship; history as communication; history didactics Introduction A fundamental aim of history teaching is the development of students’ meaning-
The law also created a merit pay system to give better performing teachers higher wages, gave broader authority to school superintendents to terminate the employment of teachers, and restricted the collective bargaining rights of teachers. [105] WGU Indiana was established through an executive order on June 14, 2010, by Daniels, as a ...
Meaningful history learning experiences can be created when primary source analysis activities become a consistent part of classroom practice (Dutt-Doner et al., 2007). In terms of the manner in which history is taught, much depends on history teachers’ knowledge of their subject (Yeager and
Website. www .indstate .edu. Indiana State University ( ISU) is a public university in Terre Haute, Indiana. It was founded in 1865 and offers over 100 undergraduate majors and more than 75 graduate and professional programs. [4] Indiana State is classified among "D/PU: Doctoral/Professional Universities".
This report summarizes the activities of "Indiana and the New Nation," a 2-year educational program for 30 Indiana teachers. The program sought to enrich participant knowledge and understanding of U.S. history; to find the means of using local historical resources to explore major themes in U.S. and European history; to find ways of integrating the valuable historical sites and resources of ...
The Indiana University School of Education (abbreviated as IU School of Education) is a constituent school of Indiana University Bloomington and one of the top-ranked schools of education in the United States. It offers a range of degrees in professional education: a B.S. in teacher education, leading to a teaching license, M.S., education ...
and resources of southern Indiana into the training of teachers and the shaping of the Indiana curriculum; and to identify deficiencies in social studies education and formulate recommehdations for remedying them. The program implementation reflected such assumptions as students learn too little about Indiana and midwestern history and
IC §§20-30-1-1; 20-30-5-1, -4, and -5. Nonpublic high schools that voluntarily seek state accreditation must provide a course on constitutions of Indiana and the United States that discusses the historical, political, civic, sociological, economical, and philosophical aspects. IC §20-30-5-2. Nonpublic, non-accredited, and non-approved ...