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THE EFFECTIVENESS OF THE SOCIAL STUD...

MURPHY, ANNE CHRISTINE.

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THE EFFECTIVENESS OF THE SOCIAL STUDIES TO ATTAIN ITS GOAL OF CITIZENSHIP EDUCATION.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE EFFECTIVENESS OF THE SOCIAL STUDIES TO ATTAIN ITS GOAL OF CITIZENSHIP EDUCATION./
作者:	MURPHY, ANNE CHRISTINE.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1981,
面頁冊數:	215 p.
附註:	Source: Dissertation Abstracts International, Volume: 42-01, Section: A, page: 7600.
Contained By:	Dissertation Abstracts International42-01A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8112261

THE EFFECTIVENESS OF THE SOCIAL STUDIES TO ATTAIN ITS GOAL OF CITIZENSHIP EDUCATION.
MURPHY, ANNE CHRISTINE.

THE EFFECTIVENESS OF THE SOCIAL STUDIES TO ATTAIN ITS GOAL OF CITIZENSHIP EDUCATION. - Ann Arbor : ProQuest Dissertations & Theses, 1981 - 215 p.

Source: Dissertation Abstracts International, Volume: 42-01, Section: A, page: 7600.

Thesis (Educat.D.)--Boston University School of Education, 1981.

The purpose of the curriculum study was to research the success of the social studies to attain its goal of citizenship education by evaluating two specific social studies curriculums as they were implemented at Shrewsbury High School.Subjects--Topical Terms:

684418
Curriculum development.

THE EFFECTIVENESS OF THE SOCIAL STUDIES TO ATTAIN ITS GOAL OF CITIZENSHIP EDUCATION.
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245 1 4 $a THE EFFECTIVENESS OF THE SOCIAL STUDIES TO ATTAIN ITS GOAL OF CITIZENSHIP EDUCATION.
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300 $a 215 p.
500 $a Source: Dissertation Abstracts International, Volume: 42-01, Section: A, page: 7600.
502 $a Thesis (Educat.D.)--Boston University School of Education, 1981.
520 $a The purpose of the curriculum study was to research the success of the social studies to attain its goal of citizenship education by evaluating two specific social studies curriculums as they were implemented at Shrewsbury High School.
520 $a The social studies curriculum in operation at Shrewsbury High School from 1967 to 1975 is an exemplification of the changes which the discipline has undergone. During this period the curriculum evolved from a highly structured traditional program to an open elective program. Because it is paradigmatic of the discipline, the social studies curriculum at the high school became the focus of the research problem--the effectiveness of the discipline to attain its goal of citizenship education.
520 $a It was hypothesized that the methodology of the Traditional/Cognitive Social Studies program was primarily lecture and emphasized noncontroversial issues, and was taught in an environment characterized as authoritarian/teacher centered, therefore was less effective in attaining the goal of citizenship education.
520 $a Conversely-it was hypothesized that the methodology of the Elective/Affective Social Studies program was primarily reflective of the inquiry approach, emphasizing the discussion of controversial issues, and was taught in an environment characterized as open and nonjudgmental, therefore was more effective in attaining the goal of citizenship education.
520 $a The Citizen Education Assessment was designed to collect relevant data to test the hypotheses. The sampled population consisted of graduates who had experienced the Traditional/Cognitive Social Studies program (N = 57), those who had experienced the Elective/Affective Social Studies program (N = 71), and those who were in attendance at the high school during the transition period (N = 46).
520 $a The items on the CEA dealt with the content, methodology, and environment of the individual social studies classes which the graduates had attended at Shrewsbury High School, and the graduates' current citizenship practices, i.e. voting patterns, contacting public officials, seeking political office, membership in social/political action groups and sources of information about current issues.
520 $a The information from the CEA was collected and coded and the data analyzed using crossbreaks or contingency tables. The empirical evidence from the CEA disclosed: (1) There was no substantial difference in treatment, the amount of time allocated to the discussion of controversial issues in the social studies classes, experienced by the students who graduated in 1971, 1973 or in 1975. (2) There was no difference in the citizenship practices of the graduates of the Traditional/Cognitive, the Elective/Affective and the transitional social studies programs. (3) There was some variation shown in the amount of time allocated to the discussion of controversial issues in several of the Mini-Electives in United States History, especially those dealing with current events. (4) The Elective/Affective students stated that they were encouraged and felt free to express their opinions in a liberating atmosphere. Thus the hypothesis which characterized the Elective/Affective curriculum as open and nonjudgmental was supported. (5) The social studies teachers at Shrewsbury High School were considered knowledgeable in their subject matter and current events by the graduates of all three classes studied.
590 $a School code: 0851.
650 4 $a Curriculum development. $3 684418
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710 2 $a Boston University School of Education. $3 1020377
773 0 $t Dissertation Abstracts International $g 42-01A.
790 $a 0851
791 $a Educat.D.
792 $a 1981
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8112261