Gerald W Marker
Biographic Data
| ID | 1584961 |
|---|---|
| NAME | Gerald W Marker |
| GIVEN NAMES | Gerald W |
| FAMILY NAME | Marker |
| SIGNATURE | MARKER G W |
| AFFILIATIONS | Indiana University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 1 |
Some Things Change; Some Things Don't
Social Studies and the Internet
Integrating science-technology-society into social studies education
1992). Integrating science‐technology‐society into social studies education. Theory Into Practice: Vol. 31, Science-Technology-Society/Opportunities, pp. 20-26
Has the Time Come to Revive Energy Education
Including Science/Technology/Society Issues in Elementary School Social Studies
Response to Common
What Educators Know and Believe about the Energy Situation
Additional informationNotes on contributorsGerald W. MarkerGerald W. Marker is an associate professor of Education at Indiana University in Bloomington where he teaches undergraduate social studies methods; a workshop on the topics of food, energy, and population; and a graduate seminar on educational change
Why Schools Abandon “New Social Studies” Materials
Eight hypotheses dealing with the abandonment of innovations were inferentially developed from the educational change literature, most of which deals with the adoption of innovations. The hypotheses pertained to the characteristics of the innovations themselves, change strategies, and the school culture. Seven Indiana schools planning to abandon the use of some of the “new social studies” materials were identified. Structured, in-depth interviews…
Why Schools Abandon “New Social Studies” Materials
Eight hypotheses dealing with the abandonment of innovations were inferentially developed from the educational change literature, most of which deals with the adoption of innovations. The hypotheses pertained to the characteristics of the innovations themselves, change strategies, and the school culture. Seven Indiana schools planning to abandon the use of some of the “new social studies” materials were identified. Structured, in-depth interviews…
Some Things Change; Some Things Don't
Social Studies and the Internet
What Educators Know and Believe about the Energy Situation
Additional informationNotes on contributorsGerald W. MarkerGerald W. Marker is an associate professor of Education at Indiana University in Bloomington where he teaches undergraduate social studies methods; a workshop on the topics of food, energy, and population; and a graduate seminar on educational change
Why Schools Abandon “New Social Studies” Materials
Eight hypotheses dealing with the abandonment of innovations were inferentially developed from the educational change literature, most of which deals with the adoption of innovations. The hypotheses pertained to the characteristics of the innovations themselves, change strategies, and the school culture. Seven Indiana schools planning to abandon the use of some of the “new social studies” materials were identified. Structured, in-depth interviews…
Response to Common
Including Science/Technology/Society Issues in Elementary School Social Studies
Has the Time Come to Revive Energy Education
Integrating science-technology-society into social studies education
1992). Integrating science‐technology‐society into social studies education. Theory Into Practice: Vol. 31, Science-Technology-Society/Opportunities, pp. 20-26
Social Studies and the Internet
Some Things Change; Some Things Don't
Pedagogy (8 works) · Social studies (8 works) · Sociology (8 works) · Psychology (7 works) · Mathematics education (6 works) · Educator Training and Historical Pedagogy (4 works) · Social science (4 works) · Digital Storytelling and Education (3 works) · Political science (3 works) · Diverse Educational Innovations Studies (2 works)