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An exploration of classroom thoughtf...

Di Camillo, Lorrei.

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An exploration of classroom thoughtfulness in high school United States history classes.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An exploration of classroom thoughtfulness in high school United States history classes./
Author:	Di Camillo, Lorrei.
Description:	221 p.
Notes:	Adviser: Judy Pace.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3244817

An exploration of classroom thoughtfulness in high school United States history classes.
Di Camillo, Lorrei.

An exploration of classroom thoughtfulness in high school United States history classes. - 221 p.

Adviser: Judy Pace.

Thesis (Ed.D.)--University of San Francisco, 2006.

Data were collected during the fall 2005 semester and consisted of over 30 observations of each class, and interviews with teachers and students. Three case studies of the three teachers and classes were developed.Subjects--Topical Terms:

539262
Education, Secondary.

An exploration of classroom thoughtfulness in high school United States history classes.
LDR:03716nam 2200337 a 45 001 974194
005 20110929
008 110929s2006 eng d
035 $a (UMI)AAI3244817
035 $a AAI3244817
040 $a UMI $c UMI
100 1 $a Di Camillo, Lorrei. $3 1298138
245 1 3 $a An exploration of classroom thoughtfulness in high school United States history classes.
300 $a 221 p.
500 $a Adviser: Judy Pace.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4506.
502 $a Thesis (Ed.D.)--University of San Francisco, 2006.
520 $a Data were collected during the fall 2005 semester and consisted of over 30 observations of each class, and interviews with teachers and students. Three case studies of the three teachers and classes were developed.
520 $a The National Standards for History (1996) assert that teachers should require students to go beyond the facts presented in their textbooks and to examine the historical record for themselves by reading documents, journals, diaries, and other evidence from the past. Teachers should also ask students to analyze historians' assumptions and assess the strength of historical evidence. Despite these National Standards for History, high school history teachers are failing to implement these goals (Wilson, 2001).
520 $a To help secondary social studies teachers overcome the barriers that discourage students' higher order thinking, and reduce their reliance on routine instruction, this qualitative study explored how three experienced high school U.S. History teachers in three different high schools attempted to challenge their students intellectually through their curriculum and pedagogy. This research also investigated how students in these classes viewed their learning experiences, and how contextual factors, such as students' sociocultural identities, pedagogical barriers, and teachers' beliefs influenced thoughtfulness in U.S. History classes.
520 $a While this study attempted to document the practices of thoughtful history teachers and classes, only one of the three teachers, Mr. Scott, consistently promoted students' higher order thinking. Mr. Scott helped students understand history by implementing a multicultural curriculum, where students discussed controversial historical questions and engaged in creative culminating projects.
520 $a Elements of a thoughtful curriculum were found in Mr. North's class. Students were engaged and challenged by critical thinking exercises and a debate. However, Mr. North's approach to teaching, which included competitions and guessing games, hindered students' thinking about history.
520 $a Thoughtful teaching and learning were not observed in Ms. Bruno's class. The teacher encountered many pedagogical barriers to thoughtfulness, such as the pressure to cover large amounts of historical content. Ms. Bruno's low-level curriculum and transmission style of teaching seemed to discourage student thinking, and reinforced students' views that learning history meant memorizing names, dates, and facts.
520 $a The research findings address the gap in the literature on higher order thinking and social studies education. They provide social studies scholars, teacher education classes, and professional development programs with detailed examples and analysis of how teachers do and do not challenge students intellectually.
590 $a School code: 6019.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0533
690 $a 0534
710 2 0 $a University of San Francisco. $3 1017465
773 0 $t Dissertation Abstracts International $g 67-12A.
790 $a 6019
790 1 0 $a Pace, Judy, $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3244817