Stephanie van Hover
Biographic Data
| ID | 6100114 |
|---|---|
| NAME | Stephanie van Hover |
| GIVEN NAMES | Stephanie |
| FAMILY NAME | van Hover |
| SIGNATURE | VAN HOVER S |
| AFFILIATIONS | University of Virginia |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
How do we know what they know? A case study of classroom-based assessment with multilingual learners
We employed qualitative research methods to examine student learning in context during a teacher's unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned …
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms
To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as “good history instruction.” What happens in a standards-based setting where teachers are covering large bodies of content? …
Fiction in the Classroom
Schwebel, Sara L. (2011). Child-Sized History: Fictions of the Past in U.S. Classrooms. Nashville, TN: Vanderbilt University Press. 255 pp., $69.95, hardback and $34.95, paperback, ISBN-13 978-0-82
A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom
In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive World History I course in a high-stakes testing context (Virginia). Data collected included observation…
Diné Bikéya
The Navajo Nation, comprising the largest land area allocated mainly to a Native American jurisdiction in the United States, offers a unique opportunity to enhance students' understandings of citizenship rights and sovereignty. For example, what does sovereignty mean on the reservation? What is the relationship between the Navajo Nation and the U.S. government? What is the relationship between the Navajo people and the U.S. Constitution? In this …
From a Roar to a Murmur
The authors trace the development and implementation of Virginia's History and Social Science standards-based accountability system from 1995 to 2009. They frame the study within an examination of the political ideologies that influence policy realization and unpack the relationship between ideological and epistemological beliefs about the nature of disciplinary knowledge and arguments regarding what knowledge is of most worth and whose voices sh…
Just one fucking thing after another”
(2007). “Just one fucking thing after another”: Exploring the Nature and Purpose of History and Education Through The History Boys. Theory & Research in Social Education: Vol. 35, No. 3, pp. 492-500
Ambitious Teaching in an Age of Accountability
From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms
To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as “good history instruction.” What happens in a standards-based setting where teachers are covering large bodies of content? …
From a Roar to a Murmur
The authors trace the development and implementation of Virginia's History and Social Science standards-based accountability system from 1995 to 2009. They frame the study within an examination of the political ideologies that influence policy realization and unpack the relationship between ideological and epistemological beliefs about the nature of disciplinary knowledge and arguments regarding what knowledge is of most worth and whose voices sh…
A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom
In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive World History I course in a high-stakes testing context (Virginia). Data collected included observation…
How do we know what they know? A case study of classroom-based assessment with multilingual learners
We employed qualitative research methods to examine student learning in context during a teacher's unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned …
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
Diné Bikéya
The Navajo Nation, comprising the largest land area allocated mainly to a Native American jurisdiction in the United States, offers a unique opportunity to enhance students' understandings of citizenship rights and sovereignty. For example, what does sovereignty mean on the reservation? What is the relationship between the Navajo Nation and the U.S. government? What is the relationship between the Navajo people and the U.S. Constitution? In this …
Ambitious Teaching in an Age of Accountability
Just one fucking thing after another”
(2007). “Just one fucking thing after another”: Exploring the Nature and Purpose of History and Education Through The History Boys. Theory & Research in Social Education: Vol. 35, No. 3, pp. 492-500
From a Roar to a Murmur
The authors trace the development and implementation of Virginia's History and Social Science standards-based accountability system from 1995 to 2009. They frame the study within an examination of the political ideologies that influence policy realization and unpack the relationship between ideological and epistemological beliefs about the nature of disciplinary knowledge and arguments regarding what knowledge is of most worth and whose voices sh…
Diné Bikéya
The Navajo Nation, comprising the largest land area allocated mainly to a Native American jurisdiction in the United States, offers a unique opportunity to enhance students' understandings of citizenship rights and sovereignty. For example, what does sovereignty mean on the reservation? What is the relationship between the Navajo Nation and the U.S. government? What is the relationship between the Navajo people and the U.S. Constitution? In this …
A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom
In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive World History I course in a high-stakes testing context (Virginia). Data collected included observation…
Fiction in the Classroom
Schwebel, Sara L. (2011). Child-Sized History: Fictions of the Past in U.S. Classrooms. Nashville, TN: Vanderbilt University Press. 255 pp., $69.95, hardback and $34.95, paperback, ISBN-13 978-0-82
From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms
To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as “good history instruction.” What happens in a standards-based setting where teachers are covering large bodies of content? …
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
How do we know what they know? A case study of classroom-based assessment with multilingual learners
We employed qualitative research methods to examine student learning in context during a teacher's unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned …
Educator Training and Historical Pedagogy (8 works) · Sociology (8 works) · Mathematics education (7 works) · Pedagogy (7 works) · Psychology (7 works) · Social studies (6 works) · Computer Science (4 works) · Law (3 works) · Law (3 works) · Political science (3 works)