Jill M Gradwell
Biographic Data
| ID | 6100120 |
|---|---|
| NAME | Jill M Gradwell |
| GIVEN NAMES | Jill M |
| FAMILY NAME | Gradwell |
| SIGNATURE | GRADWELL J M |
| AFFILIATIONS | Buffalo State University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 2 |
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…
Teaching History with Big Ideas
In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both…
Speaking From One Instructor to Another
The Sources Are Many
In this paper, we address the issue of how teachers select primary and secondary texts for classroom use by focusing on two New York state middle school history teachers. Our field studies show that, although they teach diverse groups of students, each teacher chooses a wide variety of sources to develop classroom units and test preparation activities. The high–stakes testing environment both teachers work under influences their decisions, but so…
When Increasing Stakes Need Not Mean Increasing Standards
In New York, state-level policymakers have invested considerable political and economic capital in new tests as both a measure of accountability and as a vehicle for increased educational standards. In this study, we look at how 9th and 10th grade global history teachers are making sense of the first administration of a new 10th grade global history exam. Building on prior work, we question the relationship between new tests and higher standards.…
When Increasing Stakes Need Not Mean Increasing Standards
In New York, state-level policymakers have invested considerable political and economic capital in new tests as both a measure of accountability and as a vehicle for increased educational standards. In this study, we look at how 9th and 10th grade global history teachers are making sense of the first administration of a new 10th grade global history exam. Building on prior work, we question the relationship between new tests and higher standards.…
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…
The Sources Are Many
In this paper, we address the issue of how teachers select primary and secondary texts for classroom use by focusing on two New York state middle school history teachers. Our field studies show that, although they teach diverse groups of students, each teacher chooses a wide variety of sources to develop classroom units and test preparation activities. The high–stakes testing environment both teachers work under influences their decisions, but so…
When Increasing Stakes Need Not Mean Increasing Standards
In New York, state-level policymakers have invested considerable political and economic capital in new tests as both a measure of accountability and as a vehicle for increased educational standards. In this study, we look at how 9th and 10th grade global history teachers are making sense of the first administration of a new 10th grade global history exam. Building on prior work, we question the relationship between new tests and higher standards.…
The Sources Are Many
In this paper, we address the issue of how teachers select primary and secondary texts for classroom use by focusing on two New York state middle school history teachers. Our field studies show that, although they teach diverse groups of students, each teacher chooses a wide variety of sources to develop classroom units and test preparation activities. The high–stakes testing environment both teachers work under influences their decisions, but so…
Teaching History with Big Ideas
In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both…
Speaking From One Instructor to Another
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…
Educator Training and Historical Pedagogy (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Innovative Teaching Methodologies in Social Sciences (4 works) · Social studies (4 works) · Teaching method (4 works) · Curriculum (3 works) · Educational Assessment and Pedagogy (3 works) · Sociology (3 works)