Browsing by Subject "social studies"
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Item “I’ll Let You Know How It Goes”: Teaching, Learning, and Learning to Teach in an Urban Partnership High School(2016-06) Beaton Zirps, JehanneDrawing heavily from narrative inquiry, arts-based research, portraiture, and fiction-based research methodologies (Barone, 2008, 2010; Barone & Eisner, 1997, 2006, 2012; Clandinin & Connelly, 2000; Lawrence-Lightfoot, 1977; Leavy, 2013; Maynard & Cahnmann-Taylor, 2010; Rolling, 2013), the author has written a postmodern dissertation, told from multiple points of view, about the intersections of learning to teach, preparing urban teachers, and working between and within the worlds of theory- and research-driven teacher education and practice-based public schools. The collection combines first- and third-person narrative, poetry, fiction, and portraiture to examine complex questions about racism and urban teacher preparation, who and what makes a good teacher, and ways in which success is measured when it comes to learning to teach, teaching, and learning.Item Linking Authentic Instruction to Students' Achievement Using Peer Coaching(Canter for Applied Research and Educational Improvement, 2001-07) Avery, Patricia G.; Freeman, Carol; Gustafson, Kathy; Hardy, Rayce; Bargainer, George; Jones, AmyIn January 2001 the Minneapolis Public School District received a grant from the Minnesota Department of Children, Families and Learning to implement a professional development model. The project, entitled Linking Authentic Instruction to Students’ Achievement Using Peer Coaching, was designed to “enhance teachers’ understanding and skills as they relate to authentic instruction and student achievement” (Carmichael- Tanaka, 2000, p. 1). Four full-day professional development seminars were conducted between February 15, 2001 and June 15, 2001. This report looks at the program's impacts on instruction, assessment, and student performance.Item Multilingualism in Social Studies Classrooms: A Multiple Case Study Investigating Pre-service Teachers’ Ideology and Praxis(2022-05) Bach, JuliaThis study explored how pre-service social studies teachers describe their work with multilingual students in the process of developing students’ social studies conceptual understanding. Key components of the theoretical framework included language ideology (Ruiz, 1984), translanguaging (Kleyn & García, 2019), and concept-based learning (Erickson, 2002). Comprised of multiple case studies (Yin, 2009), this study consisted of a series of semi-structured interviews with three different participants as they planned, delivered, and reflected on lessons during their student teaching placements in public middle and high schools in a large urban center in the Midwest. Findings from the case studies illustrated the importance of pre-service teacher personal experience, pre-existing ideologies, and the role of mentor teachers in pre-service teachers’ instructional practice. Pre-service teachers’ praxis evolved and changed with respect to how they fostered multilingual learning in social studies classrooms. Implications of this research inquiry extend into teacher education for pre-service social studies teachers. This study demonstrated the importance of focusing on multilingual students in social studies classrooms and the ways pre-service teachers are being supported to focus on multilingual learners.Item Professional Development for Authentic Pedagogy in the Social Studies: An Evaluation(Center for Applied Research and Educational Improvement, 1999-10) Palmer, ElisabethThroughout the state of Minnesota, teachers have been attending brief staff development workshops to familiarize themselves with the Minnesota Profile of Learning and to help them use model performance packages in their classrooms. The movement toward more authentic standards-based performance assessment, however, requires a significant shift in thinking about teaching and learning--changes in assessment require corresponding changes in instruction. With funding from the Department of Children, Families and Learning, the Authentic Pedagogy in the Social Studies (APSS) project provided secondary social studies teachers with sustained professional development to assist them in their implementation of the graduation standards throughout the 1998-99 academic year. This evaluation looks at the program's impact on instruction, assessment, and student learning.Item Student Partisan Identity and Online Discussions(2017-06) Clark, ChristopherPolitical division in the United States is the subject of much analysis in the fields of political science and psychology. While political partisanship looms large over discussions of the national political climate’s influence on schools and classrooms, very little work exists that directly examines the effects of high school students’ political beliefs. Prior research on adults indicates that political partisans are different from their non-partisan counterparts in terms of political knowledge and efficacy. Further, studies often detect biases in adults’ processing of political information. Although social studies scholars are beginning to address issues of political division, researchers have yet to directly examine how partisanship influences students’ perceptions, behaviors, opinions, and learning. The study described in this dissertation attempts to address this gap. The present research is built around an online discussion of a controversial issue. Using data from three surveys, a discussion forum, and student interviews, I examine differences between partisans and non-partisans prior to the discussion, differences in behaviors these two groups exhibit during a discussion, differences in outcomes following a discussion, and differences in partisan and non-partisans’ ability to consider arguments. The findings of this study generally support the argument that, similar to adults, adolescent partisans are substantially different from non-partisans in terms of their political perceptions, behavior, and cognition. There are, however, important contextual factors, such as having an open classroom climate and composition of the discussion groups, which can alter the impacts of students’ partisan identities.Item Toward Authentic Assessment AND Instruction: A Framework for Educators(Center for Applied Research and Educational Improvement, 1999)Toward Authentic Assessment AND Instruction: A Framework for Educators is a handbook for teachers interested in developing more meaningful teaching and learning experiences in their classrooms. It was developed as part of a project entitled Authentic Pedagogy in the Social Studies (APSS), a collaborative effort between three Minnesota school districts (La-Crescent- Hokah, Minneapolis, and West St. Paul-Mendota Heights-Eagan Public School Districts) and the College of Education and Human Development at the University of Minnesota. The APSS Project, funded by the Minnesota Department of Children, Families and Learning, brought middle and high school social studies teachers from each of three districts together for monthly seminars during the 1998-99 academic year. The day- long seminars focused on how the principles of authentic pedagogy could be translated into classroom practice. Specifically, the goals were that teachers be able to: 1. Translate the theoretical framework that links the Minnesota High Standards, authentic assessment tasks, and authentic instruction into practice; 2. Create meaningful assessments and corresponding rubrics that address the Minnesota High Standards; and 3. Evaluate Minnesota High Standards performance packages and teacher-designed assessment tasks, student work, and one's own teaching in terms of authenticity. This guide describes the content and structure of the seminars, so that others may learn from our experiences.Item Unsettling Narratives: Teaching and Learning About Genocide in a Settler Space(2022-12) Dalbo, GeorgeThis research study examined how students and I navigated learning and teaching about genocide and mass violence in the context of a semester-long high school comparative genocide and human rights elective course at DeWitt Junior-Senior High School in rural south-central Wisconsin. Specifically, the study examined how students individually and collectively navigated the “difficult knowledge” (Pitt & Britzman, 2003) of learning about settler colonialism (Tuck & Yang, 2012), the genocide of Indigenous peoples in the United States during the nineteenth century, the legacies of genocide and mass violence at the intersections of U.S. and Indigenous societies during the twentieth and twenty-first centuries (Dunbar-Ortiz, 2014), and the enduring legacies of white supremacy and settlerness. Additionally, this study sought to understand how I, a white social studies teacher, navigated teaching about settler colonialism and the genocide of Indigenous peoples in a settler space (Dalbo, 2021). Through examining one specific semester-long elective class during the 2021-2022 academic year, this research grew out of my and my students’ struggles and success in teaching and learning about genocide and mass violence over the past fifteen years that I have been engaged in social studies teaching and research. This qualitative study (Patton, 2015) brought together aspects of case study (Merriam, 1998; Yin, 2011), and practitioner research, specifically self-study (Loughran & Northfield, 1998; Zeichner, 1999) methodologies and methods.