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The Philadelphia World History Proje...

Keller, Dianne.

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The Philadelphia World History Project: A case study in school-university collaboration.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Philadelphia World History Project: A case study in school-university collaboration./
Author:	Keller, Dianne.
Description:	190 p.
Notes:	Adviser: Philip Hosay.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235698
ISBN:	9780542902291

The Philadelphia World History Project: A case study in school-university collaboration.
Keller, Dianne.

The Philadelphia World History Project: A case study in school-university collaboration. - 190 p.

Adviser: Philip Hosay.

Thesis (Ph.D.)--New York University, 2006.

This study of the Philadelphia World History Project has significance in the fields of school-university collaboration and in the fields of school reform and professional development. Researchers in the fields of school reform and professional development agree there are few scholarly studies to base recommendations on how to improve school-university collaborative projects. The Philadelphia World History Project was a path-breaking attempt early in the world history movement to conceptualize how to teach world history at the secondary school level. My research on how secondary school teachers and university faculty collaborated at an early stage in the development of this new field has implications for future professional development efforts. This dissertation is a contribution to the conceptualization of how schools and universities can work together to teach world history.

ISBN: 9780542902291Subjects--Topical Terms:

599244
Education, History of.

The Philadelphia World History Project: A case study in school-university collaboration.
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245 1 4 $a The Philadelphia World History Project: A case study in school-university collaboration.
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502 $a Thesis (Ph.D.)--New York University, 2006.
520 $a This study of the Philadelphia World History Project has significance in the fields of school-university collaboration and in the fields of school reform and professional development. Researchers in the fields of school reform and professional development agree there are few scholarly studies to base recommendations on how to improve school-university collaborative projects. The Philadelphia World History Project was a path-breaking attempt early in the world history movement to conceptualize how to teach world history at the secondary school level. My research on how secondary school teachers and university faculty collaborated at an early stage in the development of this new field has implications for future professional development efforts. This dissertation is a contribution to the conceptualization of how schools and universities can work together to teach world history.
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