Lorrei Dicamillo
Biographic Data
| ID | 4467978 |
|---|---|
| NAME | Lorrei Dicamillo |
| GIVEN NAMES | Lorrei |
| FAMILY NAME | Dicamillo |
| SIGNATURE | DICAMILLO L |
| AFFILIATIONS | Canisius College |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Building a Sustainable Teacher Residency Model for Urban Special Education Teachers
Two Teacher Educators Go to the Source
The authors of this article are two teacher educators who worked collaboratively to co-teach an interdisciplinary English and US history class to eleventh-grade students in an urban high school. They wanted to ensure the methods they were teaching preservice teachers were current and effective. The article discusses the foundational beliefs that influenced their teaching, the interdisciplinary curriculum they taught, some of the challenges they e…
Simulations as Powerful Tools for Literacy and Content Learning
To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations
While some educators assert that classroom simulations assist students in learning history, others posit that simulations can trivialize the past for students. In this article the authors argue there are many myths about simulations and that simulations are a defensible teaching activity if teachers enact them to encourage students’ interest in historical topics and challenge them to think critically and develop empathy for people who lived in th…
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
Linking Teaching for Understanding to Practice in a U.S. History Class
The author reports findings from a study that explored the methods a U.S. history teacher used to promote students' higher order thinking and engagement. The teacher, Mr. Scott (a pseudonym), challenged his urban high school students to develop stronger understandings of history by enacting elements of the teaching for understanding (TFU) curricular framework (Perkins and Blythe 1994 Perkins, D. and Blythe, T. 1994. Putting understanding up front…
To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations
While some educators assert that classroom simulations assist students in learning history, others posit that simulations can trivialize the past for students. In this article the authors argue there are many myths about simulations and that simulations are a defensible teaching activity if teachers enact them to encourage students’ interest in historical topics and challenge them to think critically and develop empathy for people who lived in th…
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
Simulations as Powerful Tools for Literacy and Content Learning
Linking Teaching for Understanding to Practice in a U.S. History Class
The author reports findings from a study that explored the methods a U.S. history teacher used to promote students' higher order thinking and engagement. The teacher, Mr. Scott (a pseudonym), challenged his urban high school students to develop stronger understandings of history by enacting elements of the teaching for understanding (TFU) curricular framework (Perkins and Blythe 1994 Perkins, D. and Blythe, T. 1994. Putting understanding up front…
To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations
While some educators assert that classroom simulations assist students in learning history, others posit that simulations can trivialize the past for students. In this article the authors argue there are many myths about simulations and that simulations are a defensible teaching activity if teachers enact them to encourage students’ interest in historical topics and challenge them to think critically and develop empathy for people who lived in th…
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
Two Teacher Educators Go to the Source
The authors of this article are two teacher educators who worked collaboratively to co-teach an interdisciplinary English and US history class to eleventh-grade students in an urban high school. They wanted to ensure the methods they were teaching preservice teachers were current and effective. The article discusses the foundational beliefs that influenced their teaching, the interdisciplinary curriculum they taught, some of the challenges they e…
Simulations as Powerful Tools for Literacy and Content Learning
Building a Sustainable Teacher Residency Model for Urban Special Education Teachers
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Educator Training and Historical Pedagogy (5 works) · Sociology (5 works) · Teaching method (5 works) · Computer Science (4 works) · Social studies (4 works) · Political science (3 works) · Class (philosophy (2 works)