Verfügbarkeit: History education as content, methods or orientation?

History education as content, methods or orientation?: a study of curriculum prescriptions, teacher-made tasks and student strategies

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Bibliographische Detailangaben
1. Verfasser:	Rosenlund, David (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Frankfurt am Main Lang 2016
Schlagworte:	Curriculum Geschichtsunterricht Content curricula Education History made Methods Orientation? Prescriptions Rosenlund Strategies Student Study Tasks Teacher Hochschulschrift
Online-Zugang:	Inhaltstext https://www.peterlang.com/view/product/25969?format=HC Inhaltsverzeichnis
Beschreibung:	208 Seiten Illustrationen
ISBN:	9783631676721

Internformat

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Datensatz im Suchindex

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adam_text	TABLE O F CONTENTS A C K N O W LE D G E M E N TS ......................................................................................... 11 1. I N T R O D U C TI O N ................................................................................................ 13 AIMS AND RESEARCH QUESTIONS..........................................................................16 DISPOSITION.......................................................................................................16 DEFINITIONS........................................................................................................17 2. T H E O RE TIC A L C O N S ID E R A TIO N S ...................................................................19 TWO PHILOSOPHIES............................................................................................ 19 TWO PHILOSOPHIES AND THREE APPROACHES TO HISTORY EDUCATION .................... 21 HISTORY EDUCATION - THE TRANSFER OF CONTENT ........................................... 22 HISTORY EDUCATION - THE TEACHING OF DISCIPLINARY TOOLS ......................... 23 HISTORY EDUCATION - INCLUDING THE PRESENT ............................................ 24 TOWARDS A THEORETICAL FRAMEWORK. .............................................. 26 THE PHILOSOPHY BEHIND THE ORIENTING APPROACH .................................... 26 THE PHILOSOPHY BEHIND THE EMPIRICAL APPROACH .................................... 29 A TENTATIVE COMBINATION OF THE TWO APPROACHES .......................................... 35 TO EXPERIENCE THE PAST ............................................................................ 35 MAKING HISTORICAL INTERPRETATIONS ........................................................... 36 TEMPORAL ORIENTATION .............................................................................. 38 CURRICULUM EMPHASIS ............................................................................. 39 COMPANION MEANINGS ............................................................................ 42 3. R E SE A RC H O V E RV IE W ................................................................................... 45 HISTORY SYLLABI..................................................................................................45 HISTORY TEACHERS AND THE HISTORY SUBJECT.......................................................48 STUDENT STRATEGIES............................................................................................52 ALIGNMENT........................................................................................................54 POSITIONING OF THIS STUDY................................................................................. 56 4. D E SIG N , M E TH O D O LO G Y A N D S A M P LE S .................................................... 57 CHOICE OF RESEARCH M ETHODS .......................................................................... 57 SELECTION OF TEACHERS....................................................................................... 60 THE TEACHER-MADE TASKS.................................................................................. 62 THE INTERVIEWS..................................................................................................62 SELECTION OF STUDENTS AND COLLECTION OF ANSWERS ........................................... 63 THE QUALITATIVE INTERPRETATIONS.......................................................................64 A METHOD TO EVALUATE THE DEGREE OF ALIGNMENT ............................................ 66 INTER-RATER RELIABILITY ................................................................................ 66 ETHICAL CONSIDERATIONS..................................................................................... 68 5. C H A RA C TE RIS TIC S O F TH E 1994 H IS TO RY S Y LLA B U S ................................. 69 THE 1994 HISTORY SYLLABUS, CURRICULUM EMPHASIS AND COMPANION MEANINGS .............................................................................. 69 THE GOALS.................................................................................................. 70 CRITERIA FOR THE GRADE PASS.......................................................................73 CRITERIA FOR THE GRADE PASS WITH DISTINCTION ........................................... 74 CRITERIA FOR THE GRADE PASS WITH SPECIAL DISTINCTION...............................76 SUMMARY AND CONCLUSIONS ............................................................................. 77 6. C H A RA C TE RIS TIC S O F TE A C H E R-M A D E T A S K S ............................................ 81 TEACHER-MADE TASKS AND CURRICULUM EMPHASIS ............................................ 81 TEACHER-MADE TASKS AND COMPANION M EANINGS ........................................... 87 TEACHER-MADE TASKS AND THEIR RELATION TO THE SYLLABUS ................................ 89 THE GOALS.................................................................................................. 90 CRITERIA FOR THE GRADE PASS.......................................................................91 CRITERIA FOR THE GRADE PASS WITH DISTINCTION ........................................... 94 CRITERIA FOR THE GRADE PASS WITH SPECIAL DISTINCTION...............................97 SUMMARY................................................................................................. 99 A COMPARISON OF THE SYLLABUS AND THE TEACHER-MADE TASKS ........................ 99 THE COGNITIVE COMPLEXITY IN SYLLABUS AND TEACHER-MADE TASKS .................. 100 A TOOL FOR MEASURING ALIGNMENT............................................................100 THE REVISED VERSION OF BLOOMS TAXONOMY ............................................ 101 CATEGORIZATION OF SYLLABUS AND TEACHER-MADE TASKS ............................. 103 ALIGNMENT BETWEEN SYLLABUS AN TEACHER-MADE TASKS ........................... 105 TEACHERS TALKING ABOUT HISTORY EDUCATION..................................................105 INTERVIEWS...............................................................................................106 PRESENTATION OF THE TEACHERS .................................................................. 106 THE PURPOSE OF HISTORY EDUCATION.........................................................107 WHAT IS INCLUDED IN THE COURSE ............................................................. 108 SOURCE CRITICISM..................................................................................... 110 THE GRADING CRITERIA................................................................................I L L THE ISSUE OF PROGRESSION........................................................................112 THE CONSTRUCTION OF TASKS...................................................................... 116 SOURCES OF INSPIRATION............................................................................117 SUMMARY................................................................................................118 CHARACTERISTICS OF TEACHER-MADE TASKS - CONCLUSIONS ............................... 119 CONTINUITY AND CHANGE IN TWO HISTORY SYLLABI............................................121 THE SYLLABUS FROM 2011..........................................................................122 THE CORE CONTENT.................................................................................... 122 THE 2011 HISTORY SYLLABUS, CURRICULUM EMPHASIS AND COMPANION MEANINGS ............................................................................ 123 THE GOALS.................................................................................................123 THE CORE CONTENT.................................................................................... 124 COMPANION MEANINGS...........................................................................124 A BRIEF COMPARISON OF TWO HISTORY SYLLABI.................................................125 7. STUDENT STRATEGIES: HISTORICAL CONTENT, METHODS AND TEMPORAL ORIENTATION ...................................................................129 OPERATIONALIZATION OF THE EMPHASES OF HISTORICAL METHODS AND ORIENTATION...............................................................................129 THE HISTORICAL DISCIPLINE AND HISTORICAL QUESTIONS ................................ 130 THE HISTORICAL DISCIPLINE AND HISTORICAL INTERPRETATIONS ....................... 130 THE HISTORICAL DISCIPLINE AND CONTEXTUAL KNOWLEDGE ............................ 132 THE HISTORICAL DISCIPLINE AND VERIFICATIONS ............................................ 133 THE HISTORICAL DISCIPLINE AND TEMPORAL ORIENTATION .............................. 134 THE HISTORICAL DISCIPLINE AND THE FUTURE......................................................134 A COMPARISON BETWEEN DISCIPLINARY AND EDUCATIONAL DEFINITIONS ...... 136 A VISUALIZATION OF INTERPRETATIONS AND ORIENTATIONS....................................137 THE SOURCE-BASED ASSIGNMENT.......................................................................140 METHODICAL CONSIDERATIONS .................................................................... 140 DEFINITION OF THE ANALYTICAL FRAMEWORK ................................................ 141 STUDENTS MAKING HISTORICAL INTERPRETATIONS ................................................. 142 HISTORICAL INTERPRETATIONS ON LEVEL 1......................................................142 HISTORICAL INTERPRETATIONS ON LEVEL 2......................................................143 HISTORICAL INTERPRETATIONS ON LEVEL 3......................................................144 HISTORICAL INTERPRETATIONS ON LEVEL 4......................................................145 THE ROLE OF CONTEXTUAL KNOWLEDGE................................................................146 CONTEXTUAL KNOWLEDGE AND HISTORICAL INTERPRETATIONS ......................... 147 CONTEXTUAL KNOWLEDGE AND A SOURCES CONSTRUCTION PROCESS .............. 149 CONTEXTUAL KNOWLEDGE AND THE CONTENT OF THE SOURCE ......................... 151 PROBLEMATIC USE OF CONTEXTUAL KNOWLEDGE ............................................ 153 CONTEXTUAL KNOWLEDGE AND VERIFICATION ................................................ 154 CORRELATIONS BETWEEN STRATEGIES...................................................................157 HISTORICAL INTERPRETATIONS - CONCLUSIONS ..................................................... 158 STUDENTS ENGAGING IN TEMPORAL ORIENTATION ................................................ 161 DEFINITION OF THE ANALYTICAL FRAMEWORK ................................................ 161 STUDENT ANSWERS............................................................................................. 162 STATEMENTS WITH NO REFERENCES TO HISTORY ............................................. 162 STATEMENTS WITH REFERENCES TO HISTORY...................................................164 COMPARISONS: CONTINUITY AND CHANGE IN STUDENT RESPONSES.................167 FREQUENCIES AND CORRELATIONS ................................................................ 169 TEMPORAL ORIENTATION - CONCLUSIONS............................................................ 171 8. CONCLUSIONS ............................................................................................... 173 REFERENCES ...........................................................................................................185 TEACHER-MADE TESTS........................................................................................ 185 INTERVIEWS.......................................................................................................185 LITERATURE........................................................................................................186 APPENDICES .........................................................................................................195
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spelling	Rosenlund, David Verfasser (DE-588)1119250544 aut History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies David Rosenlund Frankfurt am Main Lang 2016 208 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Curriculum (DE-588)4010781-4 gnd rswk-swf Geschichtsunterricht (DE-588)4020533-2 gnd rswk-swf Content curricula Curriculum Education History made Methods Orientation? Prescriptions Rosenlund Strategies Student Study Tasks Teacher (DE-588)4113937-9 Hochschulschrift gnd-content Geschichtsunterricht (DE-588)4020533-2 s Curriculum (DE-588)4010781-4 s DE-604 Peter Lang GmbH (DE-588)1065711506 pbl Erscheint auch als Online-Ausgabe Rosenlund, David History Education as Content, Methods or Orientation? Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016 Online-Ressource, 16 Illustrationen Erscheint auch als Online-Ausgabe 9783631694930 Erscheint auch als Online-Ausgabe 9783631694947 Erscheint auch als Online-Ausgabe 9783653071009 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=8a10d5601e6a45d1a3d7ecd886020277&prov=M&dok_var=1&dok_ext=htm Inhaltstext https://www.peterlang.com/view/product/25969?format=HC Verlag DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030529377&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Rosenlund, David History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies Curriculum (DE-588)4010781-4 gnd Geschichtsunterricht (DE-588)4020533-2 gnd
subject_GND	(DE-588)4010781-4 (DE-588)4020533-2 (DE-588)4113937-9
title	History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies
title_auth	History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies
title_exact_search	History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies
title_full	History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies David Rosenlund
title_fullStr	History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies David Rosenlund
title_full_unstemmed	History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies David Rosenlund
title_short	History education as content, methods or orientation?
title_sort	history education as content methods or orientation a study of curriculum prescriptions teacher made tasks and student strategies
title_sub	a study of curriculum prescriptions, teacher-made tasks and student strategies
topic	Curriculum (DE-588)4010781-4 gnd Geschichtsunterricht (DE-588)4020533-2 gnd
topic_facet	Curriculum Geschichtsunterricht Hochschulschrift
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