Anne-Lise Halvorsen
Biographic Data
| ID | 5182228 |
|---|---|
| NAME | Anne-Lise Halvorsen |
| GIVEN NAMES | Anne-Lise |
| FAMILY NAME | Halvorsen |
| SIGNATURE | HALVORSEN A |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 45 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
Elementary Social Studies
The fully updated fifth edition of Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. Organized around four commonplaces of education—learners and learning, subject matter, teachers and teaching, and classroom environment—and deeply rooted in inquiry-based teaching and learning, this book deeply probes the basic elements of quality instruction—planning,…
Social studies education research for sustainable democratic societies
Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this art…
Putting PjBL to the Test
This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units design…
Lesson study in historical inquiry
Inquiry, investigations, and integration
For years, scholars have been promoting the importance of integrating disciplinary literacy in history education. Both the College, Career, and Civic Life (C3) Framework for Social Studies State St
Thinking Deeply, Thinking Emotionally
This mixed-methods study analyzed adolescents’ evaluation of the trustworthiness of different kinds of evidence and their reasons for why they trusted (or did not trust) them. Specifically, we analyzed adolescents’ rankings of seven kinds of evidence in the abstract and in the context of a settled historical event (school desegregation) and whether differences existed between their rankings. We explored the reasons adolescents provided for trusti…
Lesson Study and History Education
This article examines the experiences of a group of fifth-grade teachers who used lesson study, a teacher-driven form of professional development, to teach history in a project supported by a Teaching American History Grant. The project addressed the following questions: What does a lesson study cycle for history education look like? What contributes to effective lesson study in history education? What are the unique challenges of lesson study in…
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
Intercultural education in Detroit, 1943–1954
In the World War II era, many United States educators recognised that the claims of racial superiority underlying German anti-Semitism and Japanese imperialism challenged the fundamental democratic idea of human equality that is the bedrock of US political ideals. At the same time, these educators realised the importance of national social cohesion for political unity and strength. Their response to this challenge was to develop school programmes…
Back to the Future
This article traces the history of the expanding communities approach, the leading organizational structure for elementary social studies education since the 1930s. Since its introduction into the curriculum, educators have argued about the approach's effectiveness and suitability. Critics claim it lacks intellectual rigor and is redundant in that it repeats what children already know. Defenders argue that its relevancy to children's lives helps …
A Mixed-Method Study of Teachers' Attitudes About Teaching in Urban and Low-Income Schools
This multimethod study investigates the attitudes teachers in urban and low-income schools have about teaching early elementary students. The authors examine the contextual characteristics of elementary schools where such teachers are willing to take responsibility for children's learning. The quantitative analyses focus on a subsample of students and teachers in low-income schools from The Early Childhood Longitudinal Study—Kindergarten cohort. …
Thinking Deeply, Thinking Emotionally
This mixed-methods study analyzed adolescents’ evaluation of the trustworthiness of different kinds of evidence and their reasons for why they trusted (or did not trust) them. Specifically, we analyzed adolescents’ rankings of seven kinds of evidence in the abstract and in the context of a settled historical event (school desegregation) and whether differences existed between their rankings. We explored the reasons adolescents provided for trusti…
Social studies education research for sustainable democratic societies
Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this art…
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
A Mixed-Method Study of Teachers' Attitudes About Teaching in Urban and Low-Income Schools
This multimethod study investigates the attitudes teachers in urban and low-income schools have about teaching early elementary students. The authors examine the contextual characteristics of elementary schools where such teachers are willing to take responsibility for children's learning. The quantitative analyses focus on a subsample of students and teachers in low-income schools from The Early Childhood Longitudinal Study—Kindergarten cohort. …
Putting PjBL to the Test
This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units design…
Lesson Study and History Education
This article examines the experiences of a group of fifth-grade teachers who used lesson study, a teacher-driven form of professional development, to teach history in a project supported by a Teaching American History Grant. The project addressed the following questions: What does a lesson study cycle for history education look like? What contributes to effective lesson study in history education? What are the unique challenges of lesson study in…
Lesson study in historical inquiry
Intercultural education in Detroit, 1943–1954
In the World War II era, many United States educators recognised that the claims of racial superiority underlying German anti-Semitism and Japanese imperialism challenged the fundamental democratic idea of human equality that is the bedrock of US political ideals. At the same time, these educators realised the importance of national social cohesion for political unity and strength. Their response to this challenge was to develop school programmes…
Back to the Future
This article traces the history of the expanding communities approach, the leading organizational structure for elementary social studies education since the 1930s. Since its introduction into the curriculum, educators have argued about the approach's effectiveness and suitability. Critics claim it lacks intellectual rigor and is redundant in that it repeats what children already know. Defenders argue that its relevancy to children's lives helps …
Back to the Future
This article traces the history of the expanding communities approach, the leading organizational structure for elementary social studies education since the 1930s. Since its introduction into the curriculum, educators have argued about the approach's effectiveness and suitability. Critics claim it lacks intellectual rigor and is redundant in that it repeats what children already know. Defenders argue that its relevancy to children's lives helps …
A Mixed-Method Study of Teachers' Attitudes About Teaching in Urban and Low-Income Schools
This multimethod study investigates the attitudes teachers in urban and low-income schools have about teaching early elementary students. The authors examine the contextual characteristics of elementary schools where such teachers are willing to take responsibility for children's learning. The quantitative analyses focus on a subsample of students and teachers in low-income schools from The Early Childhood Longitudinal Study—Kindergarten cohort. …
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
Intercultural education in Detroit, 1943–1954
In the World War II era, many United States educators recognised that the claims of racial superiority underlying German anti-Semitism and Japanese imperialism challenged the fundamental democratic idea of human equality that is the bedrock of US political ideals. At the same time, these educators realised the importance of national social cohesion for political unity and strength. Their response to this challenge was to develop school programmes…
Lesson Study and History Education
This article examines the experiences of a group of fifth-grade teachers who used lesson study, a teacher-driven form of professional development, to teach history in a project supported by a Teaching American History Grant. The project addressed the following questions: What does a lesson study cycle for history education look like? What contributes to effective lesson study in history education? What are the unique challenges of lesson study in…
Thinking Deeply, Thinking Emotionally
This mixed-methods study analyzed adolescents’ evaluation of the trustworthiness of different kinds of evidence and their reasons for why they trusted (or did not trust) them. Specifically, we analyzed adolescents’ rankings of seven kinds of evidence in the abstract and in the context of a settled historical event (school desegregation) and whether differences existed between their rankings. We explored the reasons adolescents provided for trusti…
Inquiry, investigations, and integration
For years, scholars have been promoting the importance of integrating disciplinary literacy in history education. Both the College, Career, and Civic Life (C3) Framework for Social Studies State St
Lesson study in historical inquiry
Putting PjBL to the Test
This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units design…
Social studies education research for sustainable democratic societies
Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this art…
Elementary Social Studies
The fully updated fifth edition of Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. Organized around four commonplaces of education—learners and learning, subject matter, teachers and teaching, and classroom environment—and deeply rooted in inquiry-based teaching and learning, this book deeply probes the basic elements of quality instruction—planning,…
Sociology (10 works) · Educator Training and Historical Pedagogy (9 works) · Psychology (9 works) · Pedagogy (8 works) · Mathematics education (7 works) · Political science (5 works) · Social studies (5 works) · Innovative Teaching Methodologies in Social Sciences (4 works) · Global Education and Multiculturalism (3 works) · Literacy (3 works)