What Teachers Retain From Historic Site-Based Professional Development
Bibliographic Data
| ID | 5111399 |
|---|---|
| Authors | Christine Baron (0000-0002-2046-9880, Columbia University, New York, NY, USA, corresponding author), Sherri Sklarwitz (0000-0003-2384-847X, Tufts University, Medford, MA, USA), Hyeyoung Bang (0000-0001-8550-7924, Bowling Green State University, OH, USA), Hanadi Shatara (0000-0003-2926-5806, University of Wisconsin-LaCrosse, WI, USA) |
| Year | 2020 |
| Volume | 71 |
| Issue | 4 |
| Pages | 392-408 |
| Publication date | 2020-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487119841889 |
| OpenAlex | W2943947020 |
| Language | EN |
| Citations received | 6 |
| References cited | 77 |
Using a broad-based assessment for understanding what teachers learn in historic site-based professional development (HSBPD), this study follows 29 teachers from a HSBPD at Thomas Jefferson's Monticello to see how their work at historic sites affected their practice upon return to their classrooms. Influenced by the Interconnected Model of Teacher Growth and Complexity theory, this study considers the complex outcomes of teachers as individuals, professionals, and learners in communities of practice. Results explore a range of outcomes related to content, pedagogical content knowledge, working with peers, interactions with the historic site, and a willingness to reconsider historical information. The discussion offers a consideration of the network of HSBPDs as a cumulative system and the ways in which teachers' on-site work can deepen our understanding of working with complex historical sources and make larger curricular changes
Archaeology · Geography · Historic site · Mathematics education · Pedagogy · Professional development · Sociology · Work (physics · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Engineering · Global Education and Multiculturalism · Psychology
“What’s Manzanar?”
Exploring How Instructional Designers Prioritize the Relationship Between Universal Design and Learning Context in Higher Education
Assessment of teachers’ gains across multiple historic site-based professional development programs
Seizing the moment
Staying Put
Historians, Archivists, and Museum Educators as Teacher Educators
Multimedia Learning
Introducing Social Semiotics
Cognition in the Wild
Dual coding theory and education
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
How Does Professional Development Improve Teaching?
Patterns in teacher learning in different phases of the professional career
Sensitive and controversial issues in the classroom
Replacing Representation With Imagination
Conceptualizing Teacher Professional Learning
A Short Review of School Field Trips
A Revolution in One Classroom
Improving Students' Ability to Identify and Use Source Information
Reading Like a Historian
An Updated Theoretical and Practical Model for Promoting Historical Empathy
Historical Reasoning
Historical problem solving
Numinous Experiences With Museum Objects
Historical Soundscapes for Creative Synthesis
Elaborating a model of teacher professional growth
Deconstructing Differences in African-American and European-American Adolescents’ Perspectives on U.S. History
Slaves, Women, and War! Engaging Middle School Students in Historical Empathy for Enduring Understanding
Understanding Pedagogical Reasoning in History Teaching through the Case of Cultivating Historical Empathy
(Dis) Union at 150
Negotiating the Process of Historical Empathy
Teaching Who You Are
Preparing to Teach a Slavery Past
How Students Navigate the Construction of Heritage Narratives
Reconsidering Affective Engagement in Historical Empathy
Understanding what teachers gain from professional development at historic sites
Toward Historical Perspective Taking
It's in My Veins”
Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom
Same Story; Different History
Critical Race Theory and the Whiteness of Teacher Education
Negotiating historical distance
Thomas Jefferson and Sally Hemings
Professional Development and Teacher Learning
I Saw Angry People and Broken Statues’
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
Using Embedded Visual Coding to Support Contextualization of Historical Texts
What Makes Professional Development Effective? Results From a National Sample of Teachers
Adolescents' Perspectives on Racial Diversity in U.S. History
Reading Abraham Lincoln
Situated learning theory and the pedagogy of teacher education
Knowledge and Teaching
Historical empathy in a museum
Geographies of memory, place and identity
Preparing Teachers for Culturally Diverse Schools
When and where do we apply what we learn
Battlefield Pilgrims at Gettysburg National Military Park
Seeking Numinous Experiences in the Unremembered Past
Situated Learning
Iconography and Collective Memory
| Unique citing works | 6 |
|---|---|
| Citations per year | 1 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |