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teacher’s intentions. History teaching thus turned into ‘just teaching’ without the teacher or the students being aware of it. A strong emphasis on history teaching as a communicative process and dialogue as a key pedagogical tool have potential with regard to pedagogical decision-making and strategies on the one hand, and
In 2005-06, 69.6% of the U.S. History students in WCPSS scored proficient. The percentage of proficient students at the 18 WCPSS high schools ranged from 50.6% to 86.6%, with three schools below the state average of 56.8%. The average scale scores across schools ranged from 148.2 to 159.4.
the adoption of teaching such higher-order skills, we expect to find differences in the beliefs of teachers who teach HTR and those who do it to a lesser extent. We assume them to be related to beliefs about the nature of history, the goals of history teaching and the way students learn history. Theoretical framework Teacher beliefs
Educational. Focus. Best practices, K-12 education, History of the United States. Location. George Mason University, Fairfax, Virginia. Website. www .teachinghistory .org. Teachinghistory.org, also known as the National History Education Clearinghouse (NHEC), is a website that provides educational resources for the study of U.S. history.
The teachers participated in a three-year project funded by the U.S. Department of Education's Teaching American History grant program. Teachers were observed, interviewed, and surveyed concerning their use of and feelings about twelve new strategies that were developed with a focus on pedagogical content knowledge.
aginative, and effective strategiesI do believe teachers can effectively engage students in learning history through teaching strategies that employ. whole range of learning styles. The most important element for a strategy to be effective is, however, that it must activate the hi.
Offers seven activities based on three instructional strategies designed to aid children in learning history. The three strategies are: (1) teaching to the future, (2) interactive time line, and (3) taking on a role.
about teaching history to address what history is (or purports to be), why educators should teach history, and what new teaching methods are now being used. Methods discussed in the paper include: (1) active learning situations, such as debate, demonstration, and. simulation; (2) specialized topics approach ; (3) utilizing primary
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