Making Connections for Themselves and Their Students
Examining Teachers’ Organization of World History
Bibliographic Data
| ID | 11070834 |
|---|---|
| Authors | Lauren McArthur Harris (0000-0002-0620-2215, Arizona State University, corresponding author) |
| Year | 2014 |
| Volume | 42 |
| Issue | 3 |
| Pages | 336-374 |
| Publication date | 2014-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2014.937547 |
| OpenAlex | W1988091576 |
| Language | EN |
| Citations received | 4 |
| References cited | 45 |
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 connections that give insight into the types of knowledge needed for and the challenges involved with teaching world history. Participants were able to represent the most sophisticated historical processes when they discussed how to connect events to other events. All of the participants made fewer event-to-event connections in the second card-sort focused on instruction, and all but 1 changed the organizational scheme of the cards. This second finding indicates a shift in how participants represented their thinking of world history for themselves and how they might represent it for their students
Card sorting · Event (particle physics · Historical Thinking · Mathematics education · Pedagogy · sort · Task (project management · Teaching method · Think aloud protocol · World history · Computer Science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · History · Innovative Teaching Methodologies in Social Sciences · Psychology
How we think.
Protocol Analysis
Navigating World History
“It Wasn't a Good Part of History”
The cognitive skill of teaching.
Ways of Evaluating Teacher Cognition
Handbook of Research in Social Studies Education
Teaching History for the Common Good
Reading Like a Historian
Peering at History through Different Lenses
History teachers' thinking about the nature of their subject
The nature and growth of knowledge in student teaching
Developing preservice teachers' global understanding through computer-mediated communication technology
Student Teachers Thinking Historically
Historical Constructions
Weaving a Fabric of World History? An Analysis of U.S. State High School World History Standards
Pedagogy for Global Perspectives in Education
Rethinking the Social Studies Curriculum in the Context of Globalization
Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom
Making Sense of “Best Practice” in Teaching History
An Introduction to the Philosophy of History
Qualities of Historical Writing Instruction
Adolescents' Perspectives on Racial Diversity in U. S. History
Adolescents' Perspectives on Racial Diversity in U.S. History
On the Reading of Historical Texts
Cognition and Improvisation
Why aren't teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators
The Study of Teacher Thinking
Preparing Globally Competent Teachers
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2018 - 2024 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |