Scott Alan Metzger
Datos Biográficos
| ID | 5740886 |
|---|---|
| NOMBRE | Scott Alan Metzger |
| NOMBRES | Scott Alan |
| APELLIDO | Metzger |
| FIRMA | METZGER S A |
| AFILIACIONES | Pennsylvania State University |
| ORCID | 0000-0003-1369-2141 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 36 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 4 |
Technology inevitably involves trade-offs”
We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about te…
Understanding the Welby-Russell Correspondence
A shallow reading of the 1905 correspondence between Victoria Welby and Bertrand Russell yields the impression that Welby has misunderstood Russell's “On Denoting.” I argue that a deeper reading reveals that Welby should be understood, not as misunderstanding Russell, but as bringing a pragmatic attitude to bear on Russell's theory of descriptions in order to expose the limits of his strictly logical analysis
Teaching History with Film
Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach h…
The Wiley International Handbook of History Teaching and Learning
Este Manual se basa en las contribuciones de un panel internacional de expertos. Sus escritos exploran el crecimiento que el campo ha experimentado en las ultimas tres decadas y ofrecen observaciones sobre desafios y oportunidades para el futuro. Los colaboradores representan una amplia gama de nuevos academicos pioneros, establecidos y prometedores con diversas perspectivas sobre la educacion historica
Sensitivity, Inquiry, and the Role of Film in History Education
The notion of “difficult knowledge” (Britzman, 1998; Pitt & Britzman, 2003) has made a considerable impact in the field of social studies education over the past decade. Chapters on teaching diffic
Gaming History
This article offers a typological framework for analyzing how video games make use of historical elements, shaping the ways players engage with and think about the past. Phenomenologically induced labels are posited for identifying different deployments of and experiences with historical elements in video games, illustrated by examples drawn from analysis of selected historically oriented, situated, or themed commercial video games. Building on t…
Reconceptualizing Media Literacy in the Social Studies
The National Council for the Social Studies Position Statement on Media Literacy argues that media literacy can facilitate participatory democracy if students' interest in media is harnessed. The statement conceives of media technology as neutral and under-conceptualizes socializing aspects of media technologies that foster atomized individualism. Narrowly grounded in New Media Literacies, Critical Media Studies, and Medium Theory scholarship, it…
Neoliberalism, Globalization, and the American Universities in Eastern Europe
This article explores the presence of US institutions of higher education in Eastern Europe as one facet of the neoliberal global environment. It draws on policy documents, institutional statistics, materials produced by interest groups and NGOs, official mission statements, press releases and media coverage, and personal narratives. The American University in Bulgaria is examined as a case of this wider phenomenon. Exclusively structuralist, cri…
Teaching History with Film
Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high school history teachers look for models of the effective use of motion pictures in history classrooms, the cupboard is surprisingly bare. Teaching History with Film provides a…
Maximizing the Educational Power of History Movies in the Classroom
Cinematic feature films are a big part of youth popular culture. When blockbuster movies are about historical topics, it is reasonable for teachers to be drawn to using them in the classroom to motivate students interest. This article overviews research on film in the history classroom and describes three learning functions that history movies can have fact and ficion; constructing the past and the people in it; and reacting to the past
Significant or Safe? Two Cases of Instructional Uses of History Feature Films
The popularity of VHS and DVD over the past two decades has greatly expanded the influence of history movies, watched by millions of adolescents in homes and classrooms. This paper examines two secondary U.S. history teachers' instructional uses of history motion pictures in their classrooms. Ray used The Patriot (2000) to teach history as stories about the past created by people using imagination and evidence. Marie used Roots (1977) to interwea…
The High School “Space Race”
This article examines the implications of competition between school districts in a mid-Michigan metropolitan area. Over the 10-year period after Michigan's major school-funding reform in 1994, many urban and suburban districts found themselves competing for per-pupil state funding. Suburban districts need extra students to make up budgetary shortfalls and protect instructional programs that are essential in today's political climate of school ac…
Gaming History
This article offers a typological framework for analyzing how video games make use of historical elements, shaping the ways players engage with and think about the past. Phenomenologically induced labels are posited for identifying different deployments of and experiences with historical elements in video games, illustrated by examples drawn from analysis of selected historically oriented, situated, or themed commercial video games. Building on t…
Reconceptualizing Media Literacy in the Social Studies
The National Council for the Social Studies Position Statement on Media Literacy argues that media literacy can facilitate participatory democracy if students' interest in media is harnessed. The statement conceives of media technology as neutral and under-conceptualizes socializing aspects of media technologies that foster atomized individualism. Narrowly grounded in New Media Literacies, Critical Media Studies, and Medium Theory scholarship, it…
Maximizing the Educational Power of History Movies in the Classroom
Cinematic feature films are a big part of youth popular culture. When blockbuster movies are about historical topics, it is reasonable for teachers to be drawn to using them in the classroom to motivate students interest. This article overviews research on film in the history classroom and describes three learning functions that history movies can have fact and ficion; constructing the past and the people in it; and reacting to the past
Significant or Safe? Two Cases of Instructional Uses of History Feature Films
The popularity of VHS and DVD over the past two decades has greatly expanded the influence of history movies, watched by millions of adolescents in homes and classrooms. This paper examines two secondary U.S. history teachers' instructional uses of history motion pictures in their classrooms. Ray used The Patriot (2000) to teach history as stories about the past created by people using imagination and evidence. Marie used Roots (1977) to interwea…
Technology inevitably involves trade-offs”
We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about te…
Neoliberalism, Globalization, and the American Universities in Eastern Europe
This article explores the presence of US institutions of higher education in Eastern Europe as one facet of the neoliberal global environment. It draws on policy documents, institutional statistics, materials produced by interest groups and NGOs, official mission statements, press releases and media coverage, and personal narratives. The American University in Bulgaria is examined as a case of this wider phenomenon. Exclusively structuralist, cri…
The High School “Space Race”
This article examines the implications of competition between school districts in a mid-Michigan metropolitan area. Over the 10-year period after Michigan's major school-funding reform in 1994, many urban and suburban districts found themselves competing for per-pupil state funding. Suburban districts need extra students to make up budgetary shortfalls and protect instructional programs that are essential in today's political climate of school ac…
Significant or Safe? Two Cases of Instructional Uses of History Feature Films
The popularity of VHS and DVD over the past two decades has greatly expanded the influence of history movies, watched by millions of adolescents in homes and classrooms. This paper examines two secondary U.S. history teachers' instructional uses of history motion pictures in their classrooms. Ray used The Patriot (2000) to teach history as stories about the past created by people using imagination and evidence. Marie used Roots (1977) to interwea…
The High School “Space Race”
This article examines the implications of competition between school districts in a mid-Michigan metropolitan area. Over the 10-year period after Michigan's major school-funding reform in 1994, many urban and suburban districts found themselves competing for per-pupil state funding. Suburban districts need extra students to make up budgetary shortfalls and protect instructional programs that are essential in today's political climate of school ac…
Teaching History with Film
Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high school history teachers look for models of the effective use of motion pictures in history classrooms, the cupboard is surprisingly bare. Teaching History with Film provides a…
Maximizing the Educational Power of History Movies in the Classroom
Cinematic feature films are a big part of youth popular culture. When blockbuster movies are about historical topics, it is reasonable for teachers to be drawn to using them in the classroom to motivate students interest. This article overviews research on film in the history classroom and describes three learning functions that history movies can have fact and ficion; constructing the past and the people in it; and reacting to the past
Neoliberalism, Globalization, and the American Universities in Eastern Europe
This article explores the presence of US institutions of higher education in Eastern Europe as one facet of the neoliberal global environment. It draws on policy documents, institutional statistics, materials produced by interest groups and NGOs, official mission statements, press releases and media coverage, and personal narratives. The American University in Bulgaria is examined as a case of this wider phenomenon. Exclusively structuralist, cri…
Reconceptualizing Media Literacy in the Social Studies
The National Council for the Social Studies Position Statement on Media Literacy argues that media literacy can facilitate participatory democracy if students' interest in media is harnessed. The statement conceives of media technology as neutral and under-conceptualizes socializing aspects of media technologies that foster atomized individualism. Narrowly grounded in New Media Literacies, Critical Media Studies, and Medium Theory scholarship, it…
Gaming History
This article offers a typological framework for analyzing how video games make use of historical elements, shaping the ways players engage with and think about the past. Phenomenologically induced labels are posited for identifying different deployments of and experiences with historical elements in video games, illustrated by examples drawn from analysis of selected historically oriented, situated, or themed commercial video games. Building on t…
Teaching History with Film
Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach h…
The Wiley International Handbook of History Teaching and Learning
Este Manual se basa en las contribuciones de un panel internacional de expertos. Sus escritos exploran el crecimiento que el campo ha experimentado en las ultimas tres decadas y ofrecen observaciones sobre desafios y oportunidades para el futuro. Los colaboradores representan una amplia gama de nuevos academicos pioneros, establecidos y prometedores con diversas perspectivas sobre la educacion historica
Sensitivity, Inquiry, and the Role of Film in History Education
The notion of “difficult knowledge” (Britzman, 1998; Pitt & Britzman, 2003) has made a considerable impact in the field of social studies education over the past decade. Chapters on teaching diffic
Understanding the Welby-Russell Correspondence
A shallow reading of the 1905 correspondence between Victoria Welby and Bertrand Russell yields the impression that Welby has misunderstood Russell's “On Denoting.” I argue that a deeper reading reveals that Welby should be understood, not as misunderstanding Russell, but as bringing a pragmatic attitude to bear on Russell's theory of descriptions in order to expose the limits of his strictly logical analysis
Technology inevitably involves trade-offs”
We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about te…
Educator Training and Historical Pedagogy (8 obras) · Sociology (7 obras) · Innovative Teaching Methodologies in Social Sciences (5 obras) · Mathematics education (5 obras) · Psychology (5 obras) · Pedagogy (4 obras) · Political science (4 obras) · Computer Science (3 obras) · History (3 obras) · History (3 obras)