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Record Nr. |
UNINA9910457078403321 |
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Titolo |
Social studies and diversity education : what we do and why we do it / / edited by Elizabeth E. Heilman ; with Ramona Fruja Amthor, and Matthew T. Missias |
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Pubbl/distr/stampa |
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New York : , : Routledge, , 2010 |
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ISBN |
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1-135-23116-8 |
1-282-50370-7 |
9786612503702 |
0-203-87144-8 |
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Descrizione fisica |
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1 online resource (431 p.) |
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Altri autori (Persone) |
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AmthorRamona Fruja |
HeilmanElizabeth E |
MissiasMatthew T |
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Disciplina |
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Soggetti |
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Social sciences - Study and teaching - United States |
Multicultural education - United States |
Critical pedagogy - United States |
Teachers - Training of - United States |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Book Cover; Title; Copyright; Contents; Acknowledgments; Foreword: Contribution to Teacher Education; Foreword: Contribution to Social Studies; Foreword: A Contribution to Multicultural Pedagogy; Introduction: How to Use Th is Book; SECTION 1 Purposes, Beliefs, and Contexts for Social Education: Introduction; 1 Developing a Pedagogic Creed through Critical Social Reflection; 2 The Metaphors We Teach By; 3 Exploring Three Orientations to the Social Studies; 4 Pedagogic Creed as Foundation; 5 The Social Studies Topical Index |
6 Exploring Taylorism and Its Continued Influence on Work and Schooling7 Purposes, Possibilities, and Complexities of Teaching Secondary Social Studies; 8 Four-Way Street: Fusing Curriculum, Pedagogy, Content, and Purpose to Advance the Common Good; SECTION 2 Democratic Values and Government: Introduction; 9 Those |
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Pesky Little Words: How to Teach Abstract Civic Concepts; 10 Understanding and Teaching Core Democratic Concepts; 11 Studying Authority in a Secondary Teacher Education Class; 12 Using Children's Books to Explore Power, Tyranny, and Justice |
13 Learning to Teach the Cultures, Covenants, and Controversies of Universal Human Rights14 Feelings Exploration in Social Justice Education; 15 Teaching Procedural Democracy in the Classroom; 16 Preparing Teachers and Educating Citizens: The Simulated Congressional Hearing; 17 Service Learning Field Placements as Community Based Instruction/Action; SECTION 3 Evidence, Sources, and Interpretation in History: Introduction; 18 Generating Effective Teaching through Primary Sources; 19 Incorporating Archives in Social Studies Methods |
20 Historical Perspective, Causality, and Significance: The Historical Scene Investigation Project21 Writing from Visual Prompts: Animating Imagination for Social Studies and Diversity Education; 22 Using Content Resources to Analyze a Historical Decision; 23 The First Day of Class: Developing an Awareness of Inference in History and Culture; 24 Gazing on the Past: Examining the Pedagogical Purposes of Public History; SECTION 4 History in Social Contexts: Introduction; 25 The Nature of Evidence and Interpretation in History |
26 A Boston Massacre in Room 202: Understanding the Construction of Historical Narratives27 Oral Histories in Social Education; 28 Designing an Interactive Learning Center Museum in the School Context; 29 Scaffolding Conceptual Reasoning about History; 30 Teaching Historical Understanding with Christopher Columbus; 31 Addressing Subjectivity in Historical Thinking: Who was Christopher Columbus?; SECTION 5 Perspective Consciousness about Identity, Power, and Culture: Introduction; 32 Exploring Identity, Commonality, and Difference; 33 Who Are We?: Exploring Our Class as a Cultural Demographic |
34 It's All in Your Name: Seeing Ourselves in Historical and Cultural Context |
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Sommario/riassunto |
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The preparation of social studies teachers is crucial not only to the project of good education, but, even more broadly, to the cultivation of a healthy democracy and the growth of a nation's citizens. This one-of-a-kind resource features ideas from over 100 of the field's most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers can learn to teach, thus illuminating the careful planning and deep thinking that go into the preparation of the social studies teachers. While concentrating on daily teaching realities such |
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