Think 24/7 Web Search

Search results

1. Results from the Think 24/7 Content Network

2. How to Assess Student Performance in History - ed

   files.eric.ed.gov/fulltext/ED513873.pdf

   Figuring out what really is important for students to know and be able to do in history. Teaching the skills of “doing history” in a world of testing that often seems to value only factual knowledge. Identifying and using assessments that provide teachers with better information than only multiple-choice exams.

3. What is important in history teaching? Student class teachers ...

   files.eric.ed.gov/fulltext/EJ1338972.pdf

   e class teacher programme. The first study module emphasizes two major aims. The first aim is to understand the nature of history as a school subject, and the second is to develop in students the capability to teach according to the principles of inquiry-based learning, including critical thinking an.

4. SUBJECTS IN THE 4TH GRADE SOCIAL STUDIES CURRICULUM - ed

   files.eric.ed.gov/fulltext/EJ1283018.pdf

   education. However, a history teaching approach determined by specialists and academicians unaware of classroom practices in history education and disregarding the expectations of students, the problems faced by teachers during teaching practice, and their observations and experiences on learning styles of

5. Teachinghistory.org - Wikipedia

   en.wikipedia.org/wiki/Teachinghistory.org

   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.

6. Opinions of Primary School Teachers on the History Subjects ...

   eric.ed.gov/?id=EJ1283018

   The purpose of this study is to determine the opinions of primary school teachers regarding the history subjects found in the primary school 4th grade coursework in scope of the year 2018 Social Studies Course Curriculum. The study utilized survey technique in a qualitative research paradigm.

7. ERIC - EJ420681 - Teaching Timelines to Fourth, Fifth, and ...

   eric.ed.gov/?id=EJ420681

   Argues the usefulness of timelines for fourth, fifth, and sixth grade history instruction, contending that timelines reveal history's unfolding better than fact-recall techniques. Presents ways to use timelines, including autobiographical, large display, and manipulative timelines, and combining timelines with biographies.

8. HISTORY EDUCATION RESEARCH JOURNAL

   files.eric.ed.gov/fulltext/EJ1343013.pdf

   A fundamental aim of history teaching is the development of students’ meaning-making processes related to aspects of history. Opening up this relationship between students and history subject concerns explicit and well-communicated pedagogical strategies and decisions made by the history teacher. However, teachers often

9. PROFESSIONAL LEARNING COMMUNITIES FACILITATOR’S GUIDE

   ies.ed.gov/ncee/rel/regions/southwest/pdf/REL...

   practice guide: Teaching academic content and literacy to English learners in elementary and middle school (REL 2015–105). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from