Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 92
Book Description
Report of a Conference of African Educators EDC and CREDO on Social Studies Held at Mombasa, Kenya 19th-30th August 1968
Author: African Insight
Author: An Evaluation of the Social Sciences Curriculum in Tanzanian Primary Schools in Relation to the Objectives of Education for Self Reliance
Author: Ferdinand LutatenekwaPublisher:
ISBN:
Category : Curriculum evaluation
Languages : en
Pages : 690
Book Description
Human Behavior in Africa
Author: J. T. SandersPublisher: Westport, Conn. : Greenwood Press
ISBN:
Category : Africa
Languages : en
Pages : 380
Book Description
2816 entries to literature that originated in Africa or used African subjects during the years 1950-1970. Numbered entries arranged under 9 topics, e. g., Physiological, Personality and abilities, and Clinical psychology. Most entries in French or English, although a few in Afrikaans, Spanish, and German. Author, geographical indexes.
Special Bibliographic Series
Author: African Bibliographic CenterPublisher:
ISBN:
Category : Africa
Languages : en
Pages : 382
Book Description
Special bibliographic center. special bibliographic series
Author: Bibliographic Guide to Education
Author: Kenya National Bibliography
Author: Kenya National Library Service. National Reference & Bibliographic DeptPublisher:
ISBN:
Category : Kenya
Languages : en
Pages : 124
Book Description
Teaching Social Studies in Middle and Secondary Schools
Author: Peter H. MartorellaPublisher: Prentice Hall
ISBN: 9780130203601
Category : Education
Languages : en
Pages : 466
Book Description
This readable, accessible book offers prospective teachers a comprehensive introduction to teaching social studies to middle and secondary school students. With the purpose of social studies being the development of reflective, competent, concerned citizens, the book first examines the origins and evolution of social studies and citizenship education across the United States. Following this, targeted chapters address the art, science, and craft of social studies teaching as a means for engaging learners in knowledge construction. In the final section, the authors look at ways to improve social studies instruction through the incorporation of emerging technology into the social studies curriculum. For middle and secondary school social studies teachers.
Doing History
Author: Linda S. LevstikPublisher: Psychology Press
ISBN: 0805850724
Category : Education
Languages : en
Pages : 240
Book Description
Doing History: Investigating With Children in Elementary and Middle Schools, Third Edition offers a unique perspective on history instruction in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, the text shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The authors begin with the assumption that children can engage in valid forms of historical inquiry-collecting and analyzing data, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historical accounts. Vignettes in each chapter show communities of teachers and students doing history in environments rich in literature, art, writing, discussion, and debate. Teachers and students are shown working together to frame and investigate meaningful historical questions. Students write personal and family histories, analyze primary and secondary sources, examine artifacts, conduct interviews, and create interpretations through drama, narrative, and the arts. The grounding of this book in contemporary sociocultural theory and research makes it particularly useful as a social studies methods text. In each chapter, the authors explain how the teaching demonstrated in the vignettes reflects basic principles of contemporary learning theory; thus they not only provide specific examples of successful activities, but place them in a theoretical context that allows teachers to adapt and apply them in a wide variety of settings. Features include: *Classroom vignettes. Rather than a "cookbook" of lesson ideas, this text illustrates the possibilities (and obstacles) of meaningful teaching and learning in real classroom settings. *Inquiry-oriented instruction. The approaches shown in the classrooms portrayed derive from current theory and research in the field of history education. This text is not a hodge-podge of activities, but a consistent and theoretically grounded illustration of meaningful history instruction. *Diversity of perspectives. This is emphasized in two ways. First, the text helps students look at historical events and trends from multiple perspectives. Second, the classrooms illustrated throughout the book include teachers and students from a variety of backgrounds--this gives the book widespread appeal to educators in a range of settings. *Assessment. Teachers are provided with clear guidance in using multiple forms of assessment to evaluate the specifically historical aspects of children's learning. New in the Third Edition: *Greater attention is given to the role of history education in preparing students for participation in a pluralist democracy. *Connections are made between instructional activities and the aims of citizenship, reflecting the authors' view that history should contribute to deliberation over an evolving common good. *Examples are provided of techniques for scaffolding discussion about controversial issues and for grounding that discussion in historical study. *International comparisons are included to encourage reflection on the range of perspectives on history education across cultures. *Bibliographies are updated to incorporate new scholarship on historical thinking and learning. *New resources are included for children's literature that supports good teaching.