Barry K Beyer
Dados Biográficos
| ID | 104694 |
|---|---|
| NOME | Barry K Beyer |
| PRENOMES | Barry K |
| SOBRENOME | Beyer |
| ASSINATURA | BEYER B K |
| AFILIAÇÕES | George Mason University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1967 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2008 |
| ÍNDICE H | 2 |
What Research Tells Us about Teaching Thinking Skills
The findings and recommendations of researchers and specialists in thinking-skill learning and teaching have important implications for classroom efforts to improve student thinking. This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instru…
Introduction
(2008). Introduction: Teaching Thinking Skills in Social Studies and History. The Social Studies: Vol. 99, No. 5, pp. 194-195
How to Teach Thinking Skills in Social Studies and History
This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he outlines and explains two different strategies for organizing introductory skill lessons. Fourth, he descr…
Gone But Not Forgotten—Reflections on the New Social Studies Movement
Using Writing to Learn Social Studies
(1982). Using Writing to Learn Social Studies. The Social Studies: Vol. 73, No. 3, pp. 100-105
Images of Africa
American secondary school students view Africa south of the Sahara as a hot, primitive land where wild beasts prowl the steaming jungles stalking and being stalked by black savages armed only with spears and poison darts. They see it as a strange land of huts and drums and mystery. Their image of this region is filled more with diamonds and precious minerals than with such staples as groundnuts, yams, manioc, and sorghum. It is built more upon th…
A Social Studies Curriculum Development Project
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Guide for Teachers
Teaching About Africa South of the Sahara in American Secondary Schools -- A Survey and a Challenge
The study of Africa south of the Sahara in American secondary schools has traditionally been most conspicuous by its absence. In fact, the secondary-school social studies curriculum, oriented as it has always been to the study of western civilization, has rarely allowed for the study of any nonwestern region or culture, least of all that of the "Dark Continent." Now, however, this situation is changing, and changing rapidly. Considerable efforts …
Selected Materials for Teaching About Africa South of the Sahara
Teaching about Africa south of the Sahara in American secondary schools is often severely limited or ignored altogether because most teachers believe there is an inadequate number of instructional materials available for use in the classroom. Fortunately, this belief is erroneous. Project Africa, a U.S.O.E. -funded social studies curriculum development center at The Ohio State University, has recently completed an examination of commercially prep…
Mandate for Change — Curriculum Innovation and Teacher Preparation in Social Studies
What Research Tells Us about Teaching Thinking Skills
The findings and recommendations of researchers and specialists in thinking-skill learning and teaching have important implications for classroom efforts to improve student thinking. This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instru…
Gone But Not Forgotten—Reflections on the New Social Studies Movement
How to Teach Thinking Skills in Social Studies and History
This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he outlines and explains two different strategies for organizing introductory skill lessons. Fourth, he descr…
Images of Africa
American secondary school students view Africa south of the Sahara as a hot, primitive land where wild beasts prowl the steaming jungles stalking and being stalked by black savages armed only with spears and poison darts. They see it as a strange land of huts and drums and mystery. Their image of this region is filled more with diamonds and precious minerals than with such staples as groundnuts, yams, manioc, and sorghum. It is built more upon th…
Teaching About Africa South of the Sahara in American Secondary Schools -- A Survey and a Challenge
The study of Africa south of the Sahara in American secondary schools has traditionally been most conspicuous by its absence. In fact, the secondary-school social studies curriculum, oriented as it has always been to the study of western civilization, has rarely allowed for the study of any nonwestern region or culture, least of all that of the "Dark Continent." Now, however, this situation is changing, and changing rapidly. Considerable efforts …
Mandate for Change — Curriculum Innovation and Teacher Preparation in Social Studies
Teaching About Africa South of the Sahara in American Secondary Schools -- A Survey and a Challenge
The study of Africa south of the Sahara in American secondary schools has traditionally been most conspicuous by its absence. In fact, the secondary-school social studies curriculum, oriented as it has always been to the study of western civilization, has rarely allowed for the study of any nonwestern region or culture, least of all that of the "Dark Continent." Now, however, this situation is changing, and changing rapidly. Considerable efforts …
Selected Materials for Teaching About Africa South of the Sahara
Teaching about Africa south of the Sahara in American secondary schools is often severely limited or ignored altogether because most teachers believe there is an inadequate number of instructional materials available for use in the classroom. Fortunately, this belief is erroneous. Project Africa, a U.S.O.E. -funded social studies curriculum development center at The Ohio State University, has recently completed an examination of commercially prep…
Images of Africa
American secondary school students view Africa south of the Sahara as a hot, primitive land where wild beasts prowl the steaming jungles stalking and being stalked by black savages armed only with spears and poison darts. They see it as a strange land of huts and drums and mystery. Their image of this region is filled more with diamonds and precious minerals than with such staples as groundnuts, yams, manioc, and sorghum. It is built more upon th…
A Social Studies Curriculum Development Project
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Guide for Teachers
Using Writing to Learn Social Studies
(1982). Using Writing to Learn Social Studies. The Social Studies: Vol. 73, No. 3, pp. 100-105
Gone But Not Forgotten—Reflections on the New Social Studies Movement
What Research Tells Us about Teaching Thinking Skills
The findings and recommendations of researchers and specialists in thinking-skill learning and teaching have important implications for classroom efforts to improve student thinking. This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instru…
Introduction
(2008). Introduction: Teaching Thinking Skills in Social Studies and History. The Social Studies: Vol. 99, No. 5, pp. 194-195
How to Teach Thinking Skills in Social Studies and History
This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he outlines and explains two different strategies for organizing introductory skill lessons. Fourth, he descr…
Pedagogy (9 obras) · Mathematics education (8 obras) · Psychology (8 obras) · Sociology (8 obras) · Social studies (6 obras) · Educator Training and Historical Pedagogy (5 obras) · Curriculum (4 obras) · Teaching method (4 obras) · African cultural and philosophical studies (3 obras) · Critical thinking (3 obras)