Lauren McArthur Harris
Dados Biográficos
| ID | 6100372 |
|---|---|
| NOME | Lauren McArthur Harris |
| PRENOMES | Lauren McArthur |
| SOBRENOME | Harris |
| ASSINATURA | HARRIS L M |
| AFILIAÇÕES | Arizona State University |
| ORCID | 0000-0002-0620-2215 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 16 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Interaction of avatar identity and opportunities to practice historical reasoning in a history videogame
Background We build on prior research suggesting the made-for-school, history-oriented videogame Mission US offers entry-level opportunities for students to practice “thinking like historians”—a phrase the game uses to indicate key historical reasoning and thinking skills.Methods We leverage quantitative ethnography (QE) and epistemic network analysis (ENA) to examine how these opportunities co-occur.Findings We find significant differences betwe…
Assessing future environmental benefits of agricultural abandonment and recultivation
Agricultural land abandonment presents potential environmental benefits through either revegetation, and associated carbon sequestration, habitat and landscape connectivity benefits, or recultivation, which offsets the need for agricultural conversion of natural areas. Yet, the extent and pace of land abandonment depends on future demand for food, energy, and other anthropogenic drivers. Here we quantify the extent and spatial distribution of agr…
A Multistate Critical Policy Analysis of Social Studies Standards Committee Processes
Purpose: This study examined the policy processes that occurred during the creation of social studies state standards across 18 states and the District of Columbia. Research Methods/Approach: Using a critical education policy studies approach, researchers analyzed policy documents, media reports, and interviews with state standards panel participants about state social studies standards development processes. Findings: (1) States had varying leve…
I was in the room where it happens”
This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating inquiry and increasing diversity into the standards…
Issues of quality on Teachers Pay Teachers
Online educational marketplaces have seen remarkable growth, but have had little empirical investigation of the quality of materials, particularly in social studies. This exploratory study examined characteristics and quality of secondary U.S. history resources on TeachersPayTeachers.com. Findings show that activities were esthetically well-designed, but 70% were of moderate or low overall quality according to our rubric that assessed areas such …
Teachers beware and vet with care
Today, millions of teachers search online to locate ideas and activities for classroom use. While some may visit established curricular sites with vetted classroom materials, many others turn to online educational marketplaces such as TeachersPayTeachers. However, issues of quality on these sites remain in question — particularly when it comes to the extent to which diverse perspectives are included or excluded. Leanna Archambault, Catharyn Shelt…
There’s no way we can teach all of this”
This mixed-methods study explored the factors secondary history teachers use to determine historical content for their classrooms and the degree of perceived control in decision-making. Through a survey (N = 260) and follow-up interviews (n = 23), we found that secondary history teachers in the United States ranked historical significance most highly in their curricular decision-making, but the extent to which teachers felt they were able to exer…
Lesson study in historical inquiry
Investigating comparative genocide teaching in two high school classrooms
This exploratory case study examined how two teachers used a comparative approach to teach genocide histories in a Holocaust Literature elective course. Through interviews and observations, we studied how the teachers guided students in comparing genocides as well as how they used survivor testimonies in their instruction. We found that teachers engaged in three types of comparison throughout the unit under study: defining genocide as the basis o…
The Wiley International Handbook of History Teaching and Learning
Este Manual se basa en las contribuciones de un panel internacional de expertos. Sus escritos exploran el crecimiento que el campo ha experimentado en las ultimas tres decadas y ofrecen observaciones sobre desafios y oportunidades para el futuro. Los colaboradores representan una amplia gama de nuevos academicos pioneros, establecidos y prometedores con diversas perspectivas sobre la educacion historica
Making Connections for Themselves and Their Students
The ability to make connections is an important aspect of teaching history and a vital skill in our increasingly globalized world. This study examines how preservice and practicing teachers organize and connect world historical events and concepts for themselves and for instructional purposes. Findings are based on interviews with 2 card-sorting and think-aloud tasks. Analysis of card-sort maps found that participants made different kinds of conn…
Striving for Disciplinary Literacy Instruction
The authors present a case study of a world history teacher's mediation of her students' world historical thinking and writing through unit-level cognitive tools. They analyze both scaffolding and disciplinary tools that the teacher constructed for her students in order to improve their world historical thinking, and the degree to which the students used these supports. Ms. Stark's World History classroom and her teaching provide an instructive c…
Pedagogical Content Knowledge for World History Teachers
This article takes up the question of world history teachers’ pedagogical content knowledge by reporting on two separate but related projects. In the first, we briefly discuss an empirical investigation one of the authors conducted into the ways that pre- and in-service world history teachers think about, organize, and make meaning of separate and discrete world historical events, first for themselves and then for their students. It demonstrates …
Pedagogical Content Knowledge for World History Teachers
This article takes up the question of world history teachers’ pedagogical content knowledge by reporting on two separate but related projects. In the first, we briefly discuss an empirical investigation one of the authors conducted into the ways that pre- and in-service world history teachers think about, organize, and make meaning of separate and discrete world historical events, first for themselves and then for their students. It demonstrates …
I was in the room where it happens”
This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating inquiry and increasing diversity into the standards…
Lesson study in historical inquiry
Investigating comparative genocide teaching in two high school classrooms
This exploratory case study examined how two teachers used a comparative approach to teach genocide histories in a Holocaust Literature elective course. Through interviews and observations, we studied how the teachers guided students in comparing genocides as well as how they used survivor testimonies in their instruction. We found that teachers engaged in three types of comparison throughout the unit under study: defining genocide as the basis o…
There’s no way we can teach all of this”
This mixed-methods study explored the factors secondary history teachers use to determine historical content for their classrooms and the degree of perceived control in decision-making. Through a survey (N = 260) and follow-up interviews (n = 23), we found that secondary history teachers in the United States ranked historical significance most highly in their curricular decision-making, but the extent to which teachers felt they were able to exer…
Pedagogical Content Knowledge for World History Teachers
This article takes up the question of world history teachers’ pedagogical content knowledge by reporting on two separate but related projects. In the first, we briefly discuss an empirical investigation one of the authors conducted into the ways that pre- and in-service world history teachers think about, organize, and make meaning of separate and discrete world historical events, first for themselves and then for their students. It demonstrates …
Striving for Disciplinary Literacy Instruction
The authors present a case study of a world history teacher's mediation of her students' world historical thinking and writing through unit-level cognitive tools. They analyze both scaffolding and disciplinary tools that the teacher constructed for her students in order to improve their world historical thinking, and the degree to which the students used these supports. Ms. Stark's World History classroom and her teaching provide an instructive c…
Making Connections for Themselves and Their Students
The ability to make connections is an important aspect of teaching history and a vital skill in our increasingly globalized world. This study examines how preservice and practicing teachers organize and connect world historical events and concepts for themselves and for instructional purposes. Findings are based on interviews with 2 card-sorting and think-aloud tasks. Analysis of card-sort maps found that participants made different kinds of conn…
The Wiley International Handbook of History Teaching and Learning
Este Manual se basa en las contribuciones de un panel internacional de expertos. Sus escritos exploran el crecimiento que el campo ha experimentado en las ultimas tres decadas y ofrecen observaciones sobre desafios y oportunidades para el futuro. Los colaboradores representan una amplia gama de nuevos academicos pioneros, establecidos y prometedores con diversas perspectivas sobre la educacion historica
Investigating comparative genocide teaching in two high school classrooms
This exploratory case study examined how two teachers used a comparative approach to teach genocide histories in a Holocaust Literature elective course. Through interviews and observations, we studied how the teachers guided students in comparing genocides as well as how they used survivor testimonies in their instruction. We found that teachers engaged in three types of comparison throughout the unit under study: defining genocide as the basis o…
Lesson study in historical inquiry
Teachers beware and vet with care
Today, millions of teachers search online to locate ideas and activities for classroom use. While some may visit established curricular sites with vetted classroom materials, many others turn to online educational marketplaces such as TeachersPayTeachers. However, issues of quality on these sites remain in question — particularly when it comes to the extent to which diverse perspectives are included or excluded. Leanna Archambault, Catharyn Shelt…
There’s no way we can teach all of this”
This mixed-methods study explored the factors secondary history teachers use to determine historical content for their classrooms and the degree of perceived control in decision-making. Through a survey (N = 260) and follow-up interviews (n = 23), we found that secondary history teachers in the United States ranked historical significance most highly in their curricular decision-making, but the extent to which teachers felt they were able to exer…
Issues of quality on Teachers Pay Teachers
Online educational marketplaces have seen remarkable growth, but have had little empirical investigation of the quality of materials, particularly in social studies. This exploratory study examined characteristics and quality of secondary U.S. history resources on TeachersPayTeachers.com. Findings show that activities were esthetically well-designed, but 70% were of moderate or low overall quality according to our rubric that assessed areas such …
I was in the room where it happens”
This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating inquiry and increasing diversity into the standards…
Assessing future environmental benefits of agricultural abandonment and recultivation
Agricultural land abandonment presents potential environmental benefits through either revegetation, and associated carbon sequestration, habitat and landscape connectivity benefits, or recultivation, which offsets the need for agricultural conversion of natural areas. Yet, the extent and pace of land abandonment depends on future demand for food, energy, and other anthropogenic drivers. Here we quantify the extent and spatial distribution of agr…
A Multistate Critical Policy Analysis of Social Studies Standards Committee Processes
Purpose: This study examined the policy processes that occurred during the creation of social studies state standards across 18 states and the District of Columbia. Research Methods/Approach: Using a critical education policy studies approach, researchers analyzed policy documents, media reports, and interviews with state standards panel participants about state social studies standards development processes. Findings: (1) States had varying leve…
Interaction of avatar identity and opportunities to practice historical reasoning in a history videogame
Background We build on prior research suggesting the made-for-school, history-oriented videogame Mission US offers entry-level opportunities for students to practice “thinking like historians”—a phrase the game uses to indicate key historical reasoning and thinking skills.Methods We leverage quantitative ethnography (QE) and epistemic network analysis (ENA) to examine how these opportunities co-occur.Findings We find significant differences betwe…
Educator Training and Historical Pedagogy (12 obras) · Psychology (10 obras) · Pedagogy (9 obras) · Sociology (9 obras) · Mathematics education (8 obras) · Political science (7 obras) · Global Education and Multiculturalism (6 obras) · Computer Science (5 obras) · Innovative Teaching Methodologies in Social Sciences (5 obras) · Historical Thinking (3 obras)