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Celluloid blackboard: Teacher practi...

Marcus, Alan Stewart.

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Celluloid blackboard: Teacher practices with film and students' historical understanding.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Celluloid blackboard: Teacher practices with film and students' historical understanding./
Author:	Marcus, Alan Stewart.
Description:	344 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3181.
Contained By:	Dissertation Abstracts International64-09A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3104278

Celluloid blackboard: Teacher practices with film and students' historical understanding.
Marcus, Alan Stewart.

Celluloid blackboard: Teacher practices with film and students' historical understanding. - 344 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3181.

Thesis (Ph.D.)--Stanford University, 2003.

This study explores the use of feature film as a mode of instruction during units on World War II in four U.S. high school history classrooms and its influence on students' historical understanding. Two teachers' classrooms were the site of the study. Each teacher used film as a pedagogical tool to teach World War II in one of their classes, and used no feature film to teach the same unit in a second class. Data collection included daily videotaped classroom observations, pre-and post-unit assessments of all students (n = 93), and periodic interviews with the teachers and a subsample of students (n = 15). Seven films were used in all, for example <italic>Fat Man and Little Boy</italic> and <italic>Pearl Harbor</italic>. The teachers were found to use film variously as a grabber to introduce a topic, as a form of evidence, and as a text to provide information. Analyses focus on students' perceptions and judgments concerning historical significance and historical evidence (Seixas, 1996), including why students believed events and people were significant and connections between WWII and their own lives, and student beliefs about the trustworthiness of sources of historical knowledge and how they used these sources to construct history. Findings suggest that (1) students levels of historical understanding were most unsophisticated. (2) Teacher practices with film during the unit did little to support the development of students' historical understanding. (3) Students expressed general beliefs that feature films were not trustworthy sources of historical information, yet they used films during class lessons as if they were valid and trustworthy. (4) Students' use of film as a source of historical knowledge was influenced by teacher practices with film during the unit, the authority of the teacher, the specific clip shown, and other factors.{09}Implications for teachers, teacher educators, and researchers are also discussed.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Celluloid blackboard: Teacher practices with film and students' historical understanding.
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100 1 $a Marcus, Alan Stewart. $3 1947539
245 1 0 $a Celluloid blackboard: Teacher practices with film and students' historical understanding.
300 $a 344 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3181.
500 $a Adviser: Linda Darling-Hammond.
502 $a Thesis (Ph.D.)--Stanford University, 2003.
520 $a This study explores the use of feature film as a mode of instruction during units on World War II in four U.S. high school history classrooms and its influence on students' historical understanding. Two teachers' classrooms were the site of the study. Each teacher used film as a pedagogical tool to teach World War II in one of their classes, and used no feature film to teach the same unit in a second class. Data collection included daily videotaped classroom observations, pre-and post-unit assessments of all students (n = 93), and periodic interviews with the teachers and a subsample of students (n = 15). Seven films were used in all, for example <italic>Fat Man and Little Boy</italic> and <italic>Pearl Harbor</italic>. The teachers were found to use film variously as a grabber to introduce a topic, as a form of evidence, and as a text to provide information. Analyses focus on students' perceptions and judgments concerning historical significance and historical evidence (Seixas, 1996), including why students believed events and people were significant and connections between WWII and their own lives, and student beliefs about the trustworthiness of sources of historical knowledge and how they used these sources to construct history. Findings suggest that (1) students levels of historical understanding were most unsophisticated. (2) Teacher practices with film during the unit did little to support the development of students' historical understanding. (3) Students expressed general beliefs that feature films were not trustworthy sources of historical information, yet they used films during class lessons as if they were valid and trustworthy. (4) Students' use of film as a source of historical knowledge was influenced by teacher practices with film during the unit, the authority of the teacher, the specific clip shown, and other factors.{09}Implications for teachers, teacher educators, and researchers are also discussed.
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791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3104278