Robert A Waterson
Biographic Data
| ID | 6100548 |
|---|---|
| NAME | Robert A Waterson |
| GIVEN NAMES | Robert A |
| FAMILY NAME | Waterson |
| SIGNATURE | WATERSON R A |
| AFFILIATIONS | West Virginia University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 0 |
Maintaining Relevance for the Classroom Student
The experience of 9/11 prompted a transformation in one secondary teacher's approach to teaching controversial subjects based on the relevance to today's students. Soon after that fateful day, this teacher found a purpose and rationale for developing a very demanding curriculum on 9/11, and relates how his teaching unit has evolved by expanding both his own knowledge and instructional methodologies. Despite many changes and adjustments to resourc…
Dare We Not Teach 9/11 Yet Advocate Citizenship Education
The authors advocate for systematic teaching of 9/11 within the social studies curriculum (K-16). The examination of the issues and impact of 9/11 illustrate the power of civic education in a democracy. Illustrated are the key concepts and associated issues and values of 9/11 with the National Council for the Social Studies curriculum standards. Provided are recommendations for educators on how to infuse 9/11 into the (K-16) social studies curric…
The Challenge of Teaching 9/11
As we approach the tenth anniversary of 9/11, Americans vividly recall not only where they were but also visual images and strong emotions. Given the power and impact of the events surrounding 9/11
“It is just easier to do what you did before…”
This study replicated a 1999 survey study of classroom Internet use by social studies teachers (6–12) in Indiana. The 1999 study indicated that although 80% wished to be using it more often, respondents' Internet use was little more than “glorified information gathering.” The present study modified the same instrument to survey a random sample of secondary social studies teachers in Indiana in order to determine what, if any, changes had occurred…
No prominent works on this page.
“It is just easier to do what you did before…”
This study replicated a 1999 survey study of classroom Internet use by social studies teachers (6–12) in Indiana. The 1999 study indicated that although 80% wished to be using it more often, respondents' Internet use was little more than “glorified information gathering.” The present study modified the same instrument to survey a random sample of secondary social studies teachers in Indiana in order to determine what, if any, changes had occurred…
Maintaining Relevance for the Classroom Student
The experience of 9/11 prompted a transformation in one secondary teacher's approach to teaching controversial subjects based on the relevance to today's students. Soon after that fateful day, this teacher found a purpose and rationale for developing a very demanding curriculum on 9/11, and relates how his teaching unit has evolved by expanding both his own knowledge and instructional methodologies. Despite many changes and adjustments to resourc…
Dare We Not Teach 9/11 Yet Advocate Citizenship Education
The authors advocate for systematic teaching of 9/11 within the social studies curriculum (K-16). The examination of the issues and impact of 9/11 illustrate the power of civic education in a democracy. Illustrated are the key concepts and associated issues and values of 9/11 with the National Council for the Social Studies curriculum standards. Provided are recommendations for educators on how to infuse 9/11 into the (K-16) social studies curric…
The Challenge of Teaching 9/11
As we approach the tenth anniversary of 9/11, Americans vividly recall not only where they were but also visual images and strong emotions. Given the power and impact of the events surrounding 9/11
Social studies (4 works) · Mathematics education (3 works) · Psychology (3 works) · Sociology (3 works) · Curriculum (2 works) · Educator Training and Historical Pedagogy (2 works) · Law (2 works) · Law (2 works) · Pedagogy (2 works) · Political science (2 works)