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Author: Andrew J. Milson Publisher: IAP ISBN: 1607527286 Category : Education Languages : en Pages : 334
Book Description
The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.
Author: Andrew J. Milson Publisher: IAP ISBN: 1607527286 Category : Education Languages : en Pages : 334
Book Description
The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.
Author: Steven J. Steinberg Publisher: SAGE Publications ISBN: 1483303462 Category : Social Science Languages : en Pages : 273
Book Description
Geographic Information Systems for the Social Sciences: Investigating Space and Place is the first book to take a cutting-edge approach to integrating spatial concepts into the social sciences. In this text, authors Steven J. Steinberg and Sheila L. Steinberg simplify GIS (Geographic Information Systems) for practitioners and students in the social sciences through the use of examples and actual program exercises so that they can become comfortable incorporating this research tool into their repertoire and scope of interest. The authors provide learning objectives for each chapter, chapter summaries, links to relevant Web sites, as well as suggestions for student research projects.
Author: Ruth Naumann Publisher: ISBN: 9780170368131 Category : Languages : en Pages : 0
Book Description
Equipping students with skills is the best way to give them a head-start into the future. The New Zealand Curriculum recognises that all students should have the opportunity to develop essential skills. The great feature of skills is that they are self-perpetuating. Mastery of one skill leads to confidence in another skill and so on.
Author: Rickard Danell Publisher: Nordic Academic Press ISBN: 9187351056 Category : Social Science Languages : en Pages : 304
Book Description
One of the very first books to explore the role of the social sciences in historical, sociological, and global perspectives, it does so by analyzing the practical making and discursive aspects of social scientific disciplines, including sociology, economics, psychology, business and administration studies, social gerontology, gender studies, educational science, geography, and political science. It looks at them not only in their academic setting but also in extra-academic contexts and in a broader global setting. The volume includes 15 chapters written by an international and multidisciplinary group of scholars. The overall aim of the book is to encourage a contextual and reflexive understanding of the complex and dynamic relationship between the social sciences and society of the past and in today's globalized world. It is concerned with the bonds between the social sciences and society at large, including themes such as gender and power, science and politics, academic boundaries and global power relations, and postcolonial perspectives.
Author: Stanley P. Wronski Publisher: Washington, DC : National Council for the Social Studies ISBN: 9780879860523 Category : Education Languages : en Pages : 224
Book Description
This publication documents the development of the social studies during the past 50 years. This collection of essays updates major trends in history, political science, sociology, economics, psychology, anthropology, and geography. Unlike two earlier collections, this book has an emphasis on the continuing problems, trends, and issues in both the social sciences and social studies and also contains a series of complementing essays describing developments in the teaching of the discipline areas at the elementary and secondary levels. Following an introduction by Donald H. Bragaw, 15 essays by different authors are presented: "Trials of Clio" (David D. Van Tassel); "From Monopoly to Dominance" (Paul Robinson and Joseph M. Kirman); "The Evolving Nature of Geography" (Salvatore J. Natoli); "Teaching and Learning in Geography" (Barbara J. Winston); "Political Science: Promise and Practice" (John G. Gunnell); "Civics and Government in Citizenship Education (James P. Shaver and Richard S. Knight); "In Search of Economic Ideals and Policies" (David D. VanHoose and William E. Becker, Jr.); "Promoting Economic Literacy" (Beverly J. Armento); "Sociology: From Theory to Social Action" (J. Ross Eshleman); "Teaching Sociology in K-12 Classrooms" (Thomas J. Switzer); "Coming of Age in Anthropology" (Roger C. Owen); "Trends in Precollegiate Anthropology" (Thomas L. Dynneson); "Psychology: Social Science, Natural Science, and Profession" (Michael Wertheimer and Others); "Teaching Psychology in High Schools" (John K. Bare); and "Looking Backward: 2035-1985" (Stanley P. Wronski). (KC)
Author: National Center for History in the Schools (U.S.) Publisher: ISBN: Category : Education Languages : en Pages : 244
Book Description
This sourcebook contains more than twelve hundred easy-to-follow and implement classroom activities created and tested by veteran teachers from all over the country. The activities are arranged by grade level and are keyed to the revised National History Standards, so they can easily be matched to comparable state history standards. This volume offers teachers a treasury of ideas for bringing history alive in grades 5?12, carrying students far beyond their textbooks on active-learning voyages into the past while still meeting required learning content. It also incorporates the History Thinking Skills from the revised National History Standards as well as annotated lists of general and era-specific resources that will help teachers enrich their classes with CD-ROMs, audio-visual material, primary sources, art and music, and various print materials. Grades 5?12
Author: Paul G. Fitchett Publisher: Routledge ISBN: 1351978578 Category : Education Languages : en Pages : 251
Book Description
Social Studies in the New Education Policy Era is a series of compelling open-ended education policy dialogues among various social studies scholars and stakeholders. By facilitating conversations about the relationships among policy, practice, and research in social studies education, this collection illuminates various positions—some similar, some divergent—on contested issues in the field, from the effects of standardized curriculum and assessment mandates on K–12 teaching to the appropriate roles of social studies educators as public policy advocates. Chapter authors bring diverse professional experiences to the questions at hand, offering readers multiple perspectives from which to delve into well-informed discussions about social studies education in past, present, and future policy contexts. Collectively, their commentaries aim to inspire, challenge, and ultimately strengthen readers’ beliefs about the place of social studies in present and future education policy environments.
Author: Walter C. Parker Publisher: Routledge ISBN: 1317538269 Category : Education Languages : en Pages : 321
Book Description
Social Studies Today will help educators—teachers, curriculum specialists, and researchers—think deeply about contemporary social studies education. More than simply learning about key topics, this collection invites readers to think through some of the most relevant, dynamic, and challenging questions animating social studies education today. With 12 new chapters highlighting recent developments in the field, the second edition features the work of major scholars such as James Banks, Diana Hess, Joel Westheimer, Meira Levinson, Sam Wineburg, Beth Rubin, Keith Barton, Margaret Crocco, and more. Each chapter tackles a specific question on issues such as the difficulties of teaching historical thinking in the classroom, responding to high-stakes testing, teaching patriotism, judging the credibility of Internet sources, and teaching with film and geospatial technologies. Accessible, compelling, and practical, these chapters—full of rich examples and illustrations—showcase some of the most original thinking in the field, and offer pre- and in-service teachers alike a panoramic window on social studies curricula and instruction and new ways to improve them. Walter C. Parker is Professor and Chair of Social Studies Education and (by courtesy) Professor of Political Science at the University of Washington, Seattle.
Author: Andrew J. Milson
Author: Andrew J. Milson
Author: John M. Ball
Author: Steven J. Steinberg
Author: Ruth Naumann
Author: Rickard Danell
Author: Isaiah Bowman
Author: Stanley P. Wronski
Author: National Center for History in the Schools (U.S.)
Author: Paul G. Fitchett
Author: Walter C. Parker