George W Chilcoat
Biographic Data
| ID | 6100352 |
|---|---|
| NAME | George W Chilcoat |
| GIVEN NAMES | George W |
| FAMILY NAME | Chilcoat |
| SIGNATURE | CHILCOAT G W |
| AFFILIATIONS | Brigham Young University |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 2 |
Discussion as a Means for Transformative Change
Additional informationNotes on contributorsGeorge W. ChilcoatGEORGE W. CHILCOAT is a professor of social studies education at Brigham Young University, in Provo, Utah. JERRY A. LIGON is a professor of teacher education at National-Louis University, in St. Louis, Missouri
Issues-Centered Instruction in the Elementary Social Studies Classroom
There is discussion in the literature on issues-centered education about the desirability and feasibility of using issues-centered approaches in elementary classrooms. This article describes the experience of three 5–6th grade elementary teachers and their students with a social studies unit taught using the Engle-Ochoa Decision-Making model. The teachers and students' reactions are described and analyzed. The authors conclude with a discussion a…
We Talk Here. This Is a School for Talking.” Participatory Democracy from the Classroom out into the Community
In early 1964, the Student Nonviolent Coordinating Committee (SNCC), a civil rights group comprised mostly of young black college students and graduates, conceived a project that would bring a number of white volunteer college students to Mississippi the following summer to participate in various civil rights projects serving poor black communities. One of those projects created “freedom schools,” an alternative elementary/secondary educational p…
Living Newspaper Puppet Theater
El Acto
Developing Democratic Citizens
In late 1963, the Student Nonviolent Coordinating Committee (SNCC), a civil rights group comprised mostly of young black college students and graduates, designed several projects to involve white volunteers in assisting African American communities in Mississippi, one of which was the creation of freedom schools to ameliorate the inadequacies of the Mississippi public schools and to engage African American students in collective community, social…
Teaching about the Civil Rights Movement by Using Student-Generated Comic Books
(1993). Teaching about the Civil Rights Movement by Using Student-Generated Comic Books. The Social Studies: Vol. 84, No. 3, pp. 113-118
The Tenancy System
Journal Article The Tenancy System: The Forgotten Farmer Get access George W. Chilcoat George W. Chilcoat George W. Chilcoat is associate professor of Social Studies Education at Brigham Young Univeristy. Prior to becoming a university professor, he spent ten years teaching high school social studies. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 5, Issue 3, Winter 1991, Pages 39–40, http…
The Illustrated Song Slide Show as a Middle School History Activity
A Backward Glance at the Immigrant Milieu
Journal Article A Backward Glance at the Immigrant Milieu: The Immigrant Novel as Method Get access George W. Chilcoat George W. Chilcoat George W. Chilcoat is a professor in the College of Education at Brigham Young University, Provo, Utah. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 4, Issue 4, Spring 1990, Pages 39–42, https://doi.org/10.1093/maghis/4.4.39 Published: 01 March 1990
The Melodrama and the American Slave Experience
Women’s Street Theater as a Historical Teaching Tool
Additional informationNotes on contributorsGeorge W. ChilcoatGEORGE W. CHILCOAT formerly taught American history at the high school level and currently is an assistant professor at the Center for Professional Teachers Education at the University of Texas at Afltngton
Visualizing the 1930s in the Classroom
The Literary Popular Story Paper as a Classroom Activity
(1985). The Literary Popular Story Paper as a Classroom Activity: The Role of Women in Nineteenth Century America. The Social Studies: Vol. 76, No. 2, pp. 76-79
Commercial Radio Broadcasts of Propaganda
Discussion as a Means for Transformative Change
Additional informationNotes on contributorsGeorge W. ChilcoatGEORGE W. CHILCOAT is a professor of social studies education at Brigham Young University, in Provo, Utah. JERRY A. LIGON is a professor of teacher education at National-Louis University, in St. Louis, Missouri
We Talk Here. This Is a School for Talking.” Participatory Democracy from the Classroom out into the Community
In early 1964, the Student Nonviolent Coordinating Committee (SNCC), a civil rights group comprised mostly of young black college students and graduates, conceived a project that would bring a number of white volunteer college students to Mississippi the following summer to participate in various civil rights projects serving poor black communities. One of those projects created “freedom schools,” an alternative elementary/secondary educational p…
Issues-Centered Instruction in the Elementary Social Studies Classroom
There is discussion in the literature on issues-centered education about the desirability and feasibility of using issues-centered approaches in elementary classrooms. This article describes the experience of three 5–6th grade elementary teachers and their students with a social studies unit taught using the Engle-Ochoa Decision-Making model. The teachers and students' reactions are described and analyzed. The authors conclude with a discussion a…
Developing Democratic Citizens
In late 1963, the Student Nonviolent Coordinating Committee (SNCC), a civil rights group comprised mostly of young black college students and graduates, designed several projects to involve white volunteers in assisting African American communities in Mississippi, one of which was the creation of freedom schools to ameliorate the inadequacies of the Mississippi public schools and to engage African American students in collective community, social…
Teaching about the Civil Rights Movement by Using Student-Generated Comic Books
(1993). Teaching about the Civil Rights Movement by Using Student-Generated Comic Books. The Social Studies: Vol. 84, No. 3, pp. 113-118
Commercial Radio Broadcasts of Propaganda
The Literary Popular Story Paper as a Classroom Activity
(1985). The Literary Popular Story Paper as a Classroom Activity: The Role of Women in Nineteenth Century America. The Social Studies: Vol. 76, No. 2, pp. 76-79
Visualizing the 1930s in the Classroom
Women’s Street Theater as a Historical Teaching Tool
Additional informationNotes on contributorsGeorge W. ChilcoatGEORGE W. CHILCOAT formerly taught American history at the high school level and currently is an assistant professor at the Center for Professional Teachers Education at the University of Texas at Afltngton
The Melodrama and the American Slave Experience
A Backward Glance at the Immigrant Milieu
Journal Article A Backward Glance at the Immigrant Milieu: The Immigrant Novel as Method Get access George W. Chilcoat George W. Chilcoat George W. Chilcoat is a professor in the College of Education at Brigham Young University, Provo, Utah. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 4, Issue 4, Spring 1990, Pages 39–42, https://doi.org/10.1093/maghis/4.4.39 Published: 01 March 1990
The Tenancy System
Journal Article The Tenancy System: The Forgotten Farmer Get access George W. Chilcoat George W. Chilcoat George W. Chilcoat is associate professor of Social Studies Education at Brigham Young Univeristy. Prior to becoming a university professor, he spent ten years teaching high school social studies. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 5, Issue 3, Winter 1991, Pages 39–40, http…
The Illustrated Song Slide Show as a Middle School History Activity
Teaching about the Civil Rights Movement by Using Student-Generated Comic Books
(1993). Teaching about the Civil Rights Movement by Using Student-Generated Comic Books. The Social Studies: Vol. 84, No. 3, pp. 113-118
Developing Democratic Citizens
In late 1963, the Student Nonviolent Coordinating Committee (SNCC), a civil rights group comprised mostly of young black college students and graduates, designed several projects to involve white volunteers in assisting African American communities in Mississippi, one of which was the creation of freedom schools to ameliorate the inadequacies of the Mississippi public schools and to engage African American students in collective community, social…
El Acto
Living Newspaper Puppet Theater
We Talk Here. This Is a School for Talking.” Participatory Democracy from the Classroom out into the Community
In early 1964, the Student Nonviolent Coordinating Committee (SNCC), a civil rights group comprised mostly of young black college students and graduates, conceived a project that would bring a number of white volunteer college students to Mississippi the following summer to participate in various civil rights projects serving poor black communities. One of those projects created “freedom schools,” an alternative elementary/secondary educational p…
Issues-Centered Instruction in the Elementary Social Studies Classroom
There is discussion in the literature on issues-centered education about the desirability and feasibility of using issues-centered approaches in elementary classrooms. This article describes the experience of three 5–6th grade elementary teachers and their students with a social studies unit taught using the Engle-Ochoa Decision-Making model. The teachers and students' reactions are described and analyzed. The authors conclude with a discussion a…
Discussion as a Means for Transformative Change
Additional informationNotes on contributorsGeorge W. ChilcoatGEORGE W. CHILCOAT is a professor of social studies education at Brigham Young University, in Provo, Utah. JERRY A. LIGON is a professor of teacher education at National-Louis University, in St. Louis, Missouri
Sociology (14 works) · Pedagogy (13 works) · Social studies (13 works) · Psychology (11 works) · Educator Training and Historical Pedagogy (10 works) · Mathematics education (10 works) · Media studies (7 works) · History (6 works) · Political science (5 works) · History (4 works)