Studying Colonization in Eighth Grade
What Can it Teach Us about the Learning Context of Current Reforms
Bibliographic Data
| ID | 11070876 |
|---|---|
| Authors | Bruce A Vansledright (University of Maryland, College Park, corresponding author) |
| Year | 1996 |
| Volume | 24 |
| Issue | 2 |
| Pages | 107-145 |
| Publication date | 1996-03-01 |
| 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 | 10.1080/00933104.1996.10505773 |
| OpenAlex | W2073183159 |
| Language | EN |
| Citations received | 4 |
| References cited | 15 |
This eighth-grade study is situated in the larger arena of current policies concerning the reform of history and social studies education, After describing how the study and others like it might be useful in informing reform policy considerations, this report provides a brief portrait of how the teacher taught a unit on North American Colonization to outline the classroom context. Second, it describes six eighth-graders' prior knowledge of colonial American history derived from in-depth interviews conducted before the students studied the historical period, Third, a section then is devoted to interview responses from the six students that were collected about two weeks after the conclusion of the history unit. This third section addresses the ways in which students made sense of the content in the context of their classroom experiences. Drawing from the work on context of studying history done by Dickinson and Lee (1984) particularly, results are discussed in the context of three interrelated but problematic points concerning current reforms: (a) enhancing historical understanding (beyond mere fact acquisition), (b) constructing compelling rationales for the study of history, and (c) developing more powerful and valid assessment tools
Archaeology · Colonialism · Context (archaeology · Context effect · Mathematics education · Pedagogy · Political science · Portrait · Situated · Social studies · Sociology · Unit (ring theory · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · History · Law · Psychology
Teaching and Learning Multiple Perspectives
Research, Instruction, and Public Policy in the History Curriculum
Beginning Social Studies Teachers' Integration of Technology in the History Classroom
It's Just the Facts, or is it? The Relationship between Teachers' Practices and Students' Understandings of History
The model of the text
That Noble Dream
Science, Curriculum, and Liberal Education
Everyman His Own Historian
Fifth Graders' Ideas about History Expressed before and after Their Introduction to the Subject
The Relationship between Historical Response and Narrative in a Sixth-Grade Classroom
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
The Assessment and Characterization of Young Learners’ Knowledge of a Topic in History
On the Reading of Historical Texts
Historical narrative and the young reader
Making sense of history
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 1996 - 2004 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |