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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-
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
the teachers made it interesting. These people often described their history learning with the word engaging. Here is the reason I studied history and why I became a History teacher. In grade four an austere woman teacher, who slapped with a ruler any unsuspecting child who looked
Understanding the Teacher Pipeline for Indiana’s . K–12 PublicSchools . Yinmei Wan, Max Pardo, and Jingyan Xia . March 2021 . Leaders at the Indiana Commission for Higher Educaion and the Indiana Department of Educaion are concerned about teacher shortages and want a beter understanding of the teacher pipeline for the state’s K–12 ...
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 ...
IDENTIFIERS *Indiana. ABSTRACT. This teacher's guide accompanies the Indiana. Studies: Hoosier History, Government, and People series, units 1-6, designed to be taught in Indiana secondary schools. The guide summarizes the main points that the teacher should emphasize in each chapter of each unit, and suggests resource material to accompany the ...
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 ...
k of every student’s future. To ensure all students have every opportunity to succeed, Indiana adopted world-class academic standards in English/language arts, mathematics, science, and social studies and an assessment syst. m to measure student progress. These standards clearly outline what students should know and be able to do in eac.