Merry M Merryfield
Biographic Data
| ID | 107257 |
|---|---|
| NAME | Merry M Merryfield |
| GIVEN NAMES | Merry M |
| FAMILY NAME | Merryfield |
| SIGNATURE | MERRYFIELD M M |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 146 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 6 |
From Voicing to Naming to Re-Humanization
The Web and Teachers' Decision-Making in Global Education
Web-based resources have the potential for improving classroom instruction through access to new scholarship, diverse perspectives on historical events and current issues, and online connections to people under study. This study is based on a three-year examination of how social studies teachers make decisions on using websites to rethink their instruction about the world and its peoples. Data were collected on the teachers' backgrounds, their in…
Rethinking our Framework for Understanding The World
The Paradoxes of Teaching a Multicultural Education Course Online
The author shares her pedagogy in taking a conventional, campus-based graduate course, transforming it for asynchronous learning and teaching it over the World Wide Web. Some paradoxes resulted as the course changed from face-to-face to online interaction. First, the teachers were more open, frank, expansive, curious, even confessional in their willingness to share and discuss prickly issues such as White privilege, racism, educational inequities…
Using Electronic Technologies to Promote Equity and Cultural Diversity in Social Studies and Global Education
As new electronic technologies are infused into social studies teacher education, there is the potential of their application to goals of equity, diversity, and cross-cultural understanding. This article focuses on the use of one electronic pedagogy, threaded discussion, and its application within graduate courses in social studies and global education. Used in conjunction with conventional face to face alternatives, threaded discussions can add …
Why aren't teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators
Pedagogy for Global Perspectives in Education
As Americans come to understand the effects of globalization, there is increasing concern that schools today are not adequately preparing students for our interdependent world. Although much has been written about the need to infuse global perspectives in education so that students will understand and benefit from the increasing interconnectedness of the world's cultures, economies, and political relationships, few scholars have studied the actua…
The Process of Africanizing the Social Studies
Reaction
(1995). Reaction: Education for Equity and Diversity in an Interconnected World. Theory & Research in Social Education: Vol. 23, No. 1, pp. 21-26
Institutionalizing Cross-Cultural Experiences and International Expertise in Teacher Education
The Peace Corps in Cameroon
Reflective practice in global education strategies for teacher educators
1993). Reflective practice in global education strategies for teacher educators. Theory Into Practice: Vol. 32, Teacher Education in Global Perspectives, pp. 27-32
This issue
Preparing Social Studies Teachers for the Twenty-First Century
Over the last twenty years some social studies teacher educators have developed programs that prepare teachers to teach global perspectives. This study examined six exemplary teacher education programs in global education in order to identify factors related to program effectiveness. Special attention was paid to the perspectives of the teacher educators and their clients—the preservice and inservice teachers, school administrators, or curriculum…
Preparing American Secondary Social Studies Teachers to Teach with a Global Perspective
Although many states and school systems have taken steps to address the need to develop stu dents' global perspectives, lack of teacher preparation is a major obstacle. This study identified 30 teacher education programs in the United States that prepare secondary social studies teachers to teach with a global perspective. Program characteristics, content, strengths, and implications for the movement for global education are discussed. There seem…
Science-technology-society and global perspectives
1991). Science‐technology‐society and global perspectives. Theory Into Practice: Vol. 30, Science-Technology-Society/Challenges, pp. 288-293
School, Work and Equity
Why Educational Policies Can Fail
The Kenyan Conundrum
Twenty-five Years of Social Studies Education in Selected African Nations
(1988). Twenty-five Years of Social Studies Education in Selected African Nations. The Social Studies: Vol. 79, No. 6, pp. 281-287
Why aren't teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators
Pedagogy for Global Perspectives in Education
As Americans come to understand the effects of globalization, there is increasing concern that schools today are not adequately preparing students for our interdependent world. Although much has been written about the need to infuse global perspectives in education so that students will understand and benefit from the increasing interconnectedness of the world's cultures, economies, and political relationships, few scholars have studied the actua…
Reflective practice in global education strategies for teacher educators
1993). Reflective practice in global education strategies for teacher educators. Theory Into Practice: Vol. 32, Teacher Education in Global Perspectives, pp. 27-32
Rethinking our Framework for Understanding The World
Preparing American Secondary Social Studies Teachers to Teach with a Global Perspective
Although many states and school systems have taken steps to address the need to develop stu dents' global perspectives, lack of teacher preparation is a major obstacle. This study identified 30 teacher education programs in the United States that prepare secondary social studies teachers to teach with a global perspective. Program characteristics, content, strengths, and implications for the movement for global education are discussed. There seem…
Using Electronic Technologies to Promote Equity and Cultural Diversity in Social Studies and Global Education
As new electronic technologies are infused into social studies teacher education, there is the potential of their application to goals of equity, diversity, and cross-cultural understanding. This article focuses on the use of one electronic pedagogy, threaded discussion, and its application within graduate courses in social studies and global education. Used in conjunction with conventional face to face alternatives, threaded discussions can add …
Preparing Social Studies Teachers for the Twenty-First Century
Over the last twenty years some social studies teacher educators have developed programs that prepare teachers to teach global perspectives. This study examined six exemplary teacher education programs in global education in order to identify factors related to program effectiveness. Special attention was paid to the perspectives of the teacher educators and their clients—the preservice and inservice teachers, school administrators, or curriculum…
The Web and Teachers' Decision-Making in Global Education
Web-based resources have the potential for improving classroom instruction through access to new scholarship, diverse perspectives on historical events and current issues, and online connections to people under study. This study is based on a three-year examination of how social studies teachers make decisions on using websites to rethink their instruction about the world and its peoples. Data were collected on the teachers' backgrounds, their in…
The Paradoxes of Teaching a Multicultural Education Course Online
The author shares her pedagogy in taking a conventional, campus-based graduate course, transforming it for asynchronous learning and teaching it over the World Wide Web. Some paradoxes resulted as the course changed from face-to-face to online interaction. First, the teachers were more open, frank, expansive, curious, even confessional in their willingness to share and discuss prickly issues such as White privilege, racism, educational inequities…
Institutionalizing Cross-Cultural Experiences and International Expertise in Teacher Education
School, Work and Equity
Twenty-five Years of Social Studies Education in Selected African Nations
(1988). Twenty-five Years of Social Studies Education in Selected African Nations. The Social Studies: Vol. 79, No. 6, pp. 281-287
This issue
Science-technology-society and global perspectives
1991). Science‐technology‐society and global perspectives. Theory Into Practice: Vol. 30, Science-Technology-Society/Challenges, pp. 288-293
Why Educational Policies Can Fail
Twenty-five Years of Social Studies Education in Selected African Nations
(1988). Twenty-five Years of Social Studies Education in Selected African Nations. The Social Studies: Vol. 79, No. 6, pp. 281-287
The Kenyan Conundrum
School, Work and Equity
Why Educational Policies Can Fail
Preparing American Secondary Social Studies Teachers to Teach with a Global Perspective
Although many states and school systems have taken steps to address the need to develop stu dents' global perspectives, lack of teacher preparation is a major obstacle. This study identified 30 teacher education programs in the United States that prepare secondary social studies teachers to teach with a global perspective. Program characteristics, content, strengths, and implications for the movement for global education are discussed. There seem…
Science-technology-society and global perspectives
1991). Science‐technology‐society and global perspectives. Theory Into Practice: Vol. 30, Science-Technology-Society/Challenges, pp. 288-293
Preparing Social Studies Teachers for the Twenty-First Century
Over the last twenty years some social studies teacher educators have developed programs that prepare teachers to teach global perspectives. This study examined six exemplary teacher education programs in global education in order to identify factors related to program effectiveness. Special attention was paid to the perspectives of the teacher educators and their clients—the preservice and inservice teachers, school administrators, or curriculum…
Reflective practice in global education strategies for teacher educators
1993). Reflective practice in global education strategies for teacher educators. Theory Into Practice: Vol. 32, Teacher Education in Global Perspectives, pp. 27-32
This issue
The Peace Corps in Cameroon
The Process of Africanizing the Social Studies
Reaction
(1995). Reaction: Education for Equity and Diversity in an Interconnected World. Theory & Research in Social Education: Vol. 23, No. 1, pp. 21-26
Institutionalizing Cross-Cultural Experiences and International Expertise in Teacher Education
Pedagogy for Global Perspectives in Education
As Americans come to understand the effects of globalization, there is increasing concern that schools today are not adequately preparing students for our interdependent world. Although much has been written about the need to infuse global perspectives in education so that students will understand and benefit from the increasing interconnectedness of the world's cultures, economies, and political relationships, few scholars have studied the actua…
Using Electronic Technologies to Promote Equity and Cultural Diversity in Social Studies and Global Education
As new electronic technologies are infused into social studies teacher education, there is the potential of their application to goals of equity, diversity, and cross-cultural understanding. This article focuses on the use of one electronic pedagogy, threaded discussion, and its application within graduate courses in social studies and global education. Used in conjunction with conventional face to face alternatives, threaded discussions can add …
Why aren't teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators
The Paradoxes of Teaching a Multicultural Education Course Online
The author shares her pedagogy in taking a conventional, campus-based graduate course, transforming it for asynchronous learning and teaching it over the World Wide Web. Some paradoxes resulted as the course changed from face-to-face to online interaction. First, the teachers were more open, frank, expansive, curious, even confessional in their willingness to share and discuss prickly issues such as White privilege, racism, educational inequities…
Rethinking our Framework for Understanding The World
The Web and Teachers' Decision-Making in Global Education
Web-based resources have the potential for improving classroom instruction through access to new scholarship, diverse perspectives on historical events and current issues, and online connections to people under study. This study is based on a three-year examination of how social studies teachers make decisions on using websites to rethink their instruction about the world and its peoples. Data were collected on the teachers' backgrounds, their in…
From Voicing to Naming to Re-Humanization
Sociology (15 works) · Psychology (14 works) · Pedagogy (13 works) · Political science (13 works) · Global Education and Multiculturalism (11 works) · Mathematics education (11 works) · Educator Training and Historical Pedagogy (9 works) · Social studies (9 works) · Social science (7 works) · Teacher education (6 works)