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Reading Writing Relationship; Peer Evaluation; Writing Strategies; Active Learning; Student Projects; Teaching Methods; Group Membership; Attachment Behavior; Physics; High School Students; Student Attitudes; Scientific Attitudes; Science Instruction; Web 2.0 Technologies; Social Studies; Secondary Education; Theater Arts; Mathematics Instruction; Integrated Curriculum; Learner Engagement; Student Motivation; Graphing Calculators; Concept Teaching; Student Educational Objectives; Academic Achievement; Poetry; Track System (Education); Classroom Communication; Literary Genres; Scaffolding (Teaching Technique); English Instruction; Primary Sources; Content Analysis; Critical Thinking; Hispanic American Culture; Dance; Cultural Awareness; Language Proficiency; Second Language Learning; Spanish; Role; Cooperative Learning; Intuition; History Instruction; Writing Instruction; Teacher Role; Feedback (Response); Action Research; Instructional Materials; Student Journals; Perspective Taking; Obsolescence; Visual Aids; Problem Based Learning; Sex Stereotypes; Females; Scientists; Self Concept; Professional Identity; Peer Teaching; Groups; Comprehension; Reflection; Journal Writing

Abstract:
This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) "Reading and Writing": A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2) Project Based Learning: Is this New Method an Effective Educational Approach to Learning? (Camille Collier); (3) Building a Sense of Community in a High School Physics Class (Nick Corak); (4) Seeing Double: Visual Media and Expanding Definitions of Literacy in the English Classroom (John Randall Davis); (5) Improving Student Attitudes towards Science through Scientific Module Instruction (Carson V. Dobrin); (6) Web 2.0 in High School Social Studies: What Happens? (Kate Douglass); (7) Creative Expression in the Math Classroom: How Incorporating Performance Arts Affects Student Engagement and Motivation (Monica Doyle), (8) Exploring Students' Perceptions about Math: The Value of Explanations in Modern Context (Caroline Ewald); (9) An Investigation of Using Graphing Calculators to Improve Conceptual Understanding in Secondary Mathematics (Samantha Freiberg); (10) The Effect of Personal Goals on Student Motivation and Achievement (Anna Hester); (11) The Effects of Humanistic, Research-based, Anecdotal Science Instruction on Biology Students' Identity in Science (Joseph Hester); (12) Fostering Proactive and Sustained Student Engagement in Poetry (Thomas Kozak); (13) Tracking Talk: Is Dialogic Instruction Differentially Viable Across Academic Tracks? (Chris Lee); (14) Teaching Short Stories: Scaffolded Learning in the High School English Classroom (Dino Mangano); (15) Tools for Thinking: How the Analysis of Primary Sources Influence Students' Critical Thinking (Matthew D. Mizell); (16) The Use of Hispanic Dance to Develop Cultural Awareness and Language Ability (Kelsey Paul); (17) What's My Role? Using Roles in Cooperative Learning in Social Studies (Taylor Peele); (18) "And Historical Thinking For All" (Benjamin Phillis); (19) Grading Teacher Feedback: An Action Research Study (Kathryn Rea); (20) How Graphic Organizers Affect Student Achievement and Engagement in Poetry Analysis (Christopher Sabolcik); (21) The Effect of Journaling from Characters' Perspectives on Students' Engagement (Emily Satterfield); (22) Ephemera in the Classroom: Creating Lasting Knowledge from Temporal Objects (Julianna Sehy); (23) Can Problem-Based Learning Address Stereotypes in Science to Help Female High School Students Create Scientific Identities? (Aaron Willey); (24) Peer-teaching, Group Presentation, and Students' Understanding of Physics (Andrew Wilson); and (25) Reflective Journal Writing and Student Engagement (Brian Wood). (Individual papers contain references, tables, and figures.) [Abstract revised to meet ERIC guidelines.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
History Instruction; Teaching Methods; Educational Development; Change Strategies; Educational Change; Educational History; Intellectual History; Instructional Development; Instructional Effectiveness; Thinking Skills; Primary Sources; Information Sources; Educational Practices; Instructional Innovation; Textbook Content; Historical Interpretation; Historiography

Abstract:
What and how to teach in the K-16 classroom history has been a perennial and, at times, heated debate. Beginning as early as 1892, the question of what knowledge is of the most worth and what should be the central function of the history curriculum became a focus of many interested in education. It was felt that the teachers needed to move away from "traditional" methods of teaching history, such as rote memorization and the "dry and lifeless system of instruction by textbook," and find new and engaging ways to "broaden and cultivate the mind." Unfortunately, these recommendations faced many critics and did not take hold in K-16 classrooms at this time or, frankly, at any point since then. Even though we tend to have a nostalgic memory of earlier time periods and, in turn, the educational capabilities of the children from various times in our nation's past, the results from multiple studies examining the historical knowledge base of America's youth has remained fairly discouraging. Much of the lack of knowledge present stems from the manner in which history is traditionally taught. Ineffective instructional methods greatly impact the interest levels, or more frequently the distaste, generated for learning about historical content and, thus, the public's corresponding perception of the importance of history within K-16 curricula. This book makes an effort at overcoming the persistent boredom and lack of historical knowledge present in our students, by focusing on ways in which history instruction can be improved. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Teaching Methods; United States History; American Indians; Primary Sources; Textbooks; History Instruction; Case Studies; Geographic Regions

Abstract:
History teachers may well feel challenged with the task of bringing women into their American West curriculums due to the great diversity of women in the West during the nineteenth century. At the same time, the past thirty years or so have produced a plethora of monographs, articles, and primary source collections on women in the American West. So even though many textbooks persist in telling the traditional "great men and great deeds" western history with women relegated to the background, source materials continue to become available on women in the West--though, regrettably, still not in large quantity on all groups of those women. Where teaching methods are concerned, the author finds micro-histories very effective as a means of bringing women into her western curriculums. Micro-histories are also useful when source materials on specific groups of women are in limited supply. Primary source material pertaining to Native American women in the early to mid-nineteenth century, for instance, is scarce, making the micro-history method, perhaps, the best available for conveying the desired information. Finally, for micro-histories to be most effective, teachers must take care to impart this important point to their students: "a micro-history is neither a survey nor is it intended to act in the place of a synthesis; instead, it is a case study intended to assist students in understanding a greater, general history." In order to provide clear and concise thoughts and suggestions on ways teachers might incorporate women more fully into their western history curriculums, the author focuses here on women from three western regions: the Native American region, the overland trail and settlement region, and the western mining towns region. While these represent but a small sampling of nineteenth-century women, and nineteenth-century western regions, the thoughts and suggestions are effective for bringing most groups of western women, from most western regions, into the curriculum. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Historiography; Primary Sources; Critical Thinking; Presidents; American Indian History; Power Structure; Protocol Analysis; Learning Activities; Computer Uses in Education; Electronic Publishing; Scaffolding (Teaching Technique); Models; Synthesis; Content Analysis

Abstract:
In this article, the authors describe how they used primary and secondary sources related to the Indian Removal Act to develop a learning activity in which students analyze, corroborate, and synthesize primary sources. Using the free, online authoring tool, UDL Book Builder, they were able to develop on-demand digital scaffolds that temper an engaging and challenging approach to critical thinking with instructional support. A key aspect of this program is the digital agents that educators can program to model critical thinking about primary sources. The authors include the text they developed for the agents' think-alouds learners can access. Finally, the authors end with ideas for resources teachers can use to access historical arguments for additional history topics. (Contains 3 figures, 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
United States History; Textbooks; Elementary Secondary Education; Teaching Methods; Educational Environment; Politics of Education; History Instruction; Historical Interpretation; Qualitative Research; Textbook Content; Textbook Evaluation; Textbook Research; Student Attitudes; Linguistics; Historiography; Discourse Analysis; Content Analysis

Abstract:
For over a century, history teachers throughout the United States have selected textbooks as the primary instructional material for their classrooms, while textbook authors and publishers have continuously produced a unified nation-state narrative that presents United States history as a series of objective historical facts for student memorization. Some researchers have suggested that teachers abandon the textbook in favor of primary sources. Yet, due in part to institutional, societal, and political pressures, classroom teachers continue to use these traditional texts. This study, a qualitative investigation of the causal and coherences structures in a sample textbook, a teacher's instructional explanation, and students' related summaries, seeks to determine the influence of a textbook passage and teacher's instructional explanation on students' mental representations of history: What causal and coherence structures are present in a sample US History textbook? To what extent do the causal and coherence structures of the textbook passage influence a teacher's mental representation of a historical event? To what extent do the causal and coherence structures of the textbook passage and the instructional explanation influence students' mental representations of a historical event? Using Kintsch's Construction-Integration Model and Halliday's Systemic Functional Linguistics, data from participants in a diverse setting east of Pittsburgh was analyzed, comparing the network chains and transitivity structures of the passage, the instructional explanation, and participants' summaries. Among this study's findings, students include information common to both the textbook passage and the teacher's instructional explanation in their summaries. Furthermore, the causal constructions identified in students' summaries are similar to those found in either the textbook or the instructional explanation, not often both. These findings have implications for teaching with textbooks, disciplinary literacy instruction, and the implementation of critical, historical thinking in K-12 history classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
United States History; Ownership; American Indian History; Archives; Tribes; Primary Sources; Evidence; Content Analysis; Historical Interpretation; Web Sites; History Instruction; Teaching Methods; Instructional Materials; Conflict; Units of Study

Abstract:
When Americans from the eastern part of the United States began moving west in large numbers in the mid-nineteenth century, tensions escalated and conflicts erupted between and among settlers, railroad workers, ranchers, the United States military, and numerous Native American tribes. Incorporating balanced consideration of these diverse and multi-layered encounters in an already brief curricular unit on westward expansion can be tough. It might be easy to teach about the West one-dimensionally in terms of expansion of the railroads, industries created, or new opportunities for land ownership. But it becomes more difficult when the topic turns to how individuals treated others in the "making of the West." The topic of westward expansion includes a great diversity of people, all in the West for their own reasons, with different perspectives and aspirations. Including a full variety of perspectives is important when teaching about westward expansion, and helping students evaluate each perspective is even more important. The Weighing the Evidence tool on the National Archives' DocsTeach.org website can help students do this. The tool encourages students to analyze and evaluate primary sources, and "weigh" the significance of the information in relation to a central question. In short, students use historical evidence to arrive at their own conclusions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Stereotypes; Content Analysis; American Indians; Teaching Methods; Government Publications; American Indian History; History Instruction; United States History; Primary Sources

Abstract:
People confront stereotypes every day, both in and out of the classroom. Some ideas have been carried in the collective memory and classroom textbooks for so long they are generally recognized as fact. Many are constantly being reinforced by personal experiences, family discussions, and Hollywood productions as well. The distinct advantage to confronting stereotypes through primary documents is that the stereotype itself is not addressed directly. Instead, students confront and reevaluate original issues and interpersonal differences, avoiding the emotions that usually shape preconceived ideas. Primary-source documents can, when examined by curious students and guided by thoughtful teachers, provide a fresh and often surprising view of topics often laden with stereotypes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Preservice Teacher Education; Methods Courses; Preservice Teachers; Historiography; History Instruction; Teacher Educators; Field Trips; Local History

Abstract:
Despite more than a decade of groundbreaking research on the advantages and need for more historical thinking and historiography in middle and high school history classrooms, many students continue to receive only modest exposure to these teaching concepts and related strategies. Research indicates that middle and high school students who are not regularly engaged in historical thinking, including the practice of historiographic analysis, often lack skills to process, analyze, or evaluate the past. Perhaps it is not surprising that studies also show students commonly respond to history content and concepts with a general apathetic detachment, and may fail to develop critical understandings of the human condition, past and present. Evidence suggests this apathetic response among students may be traced to testing schedules and the manner in which massive amounts of seemingly disjointed history content is presented. However, it may also be traced to preservice teacher preparation. Although it is likely most secondary social studies methods instructors now introduce concepts and strategies related to historical thinking and historiography, many preservice teachers continue to encounter barriers that dissuade and distract them from honing these skills when they enter the classroom. There are two overarching problems that continue to obstruct a broad implementation of these new ways of perceiving and studying history: (1) many preservice teachers do not have deep backgrounds in historical thinking and historiography; and (2) many middle and high schools do not present preservice teachers with an environment conducive to new or nontraditional--and often time-consuming--strategies. This paper is intended to discuss these and other challenges the author has encountered as a methods course instructor when training preservice teachers in the use of historical thinking and historiography, and to share a project developed to encourage preservice teachers to think historically and engage in historiographic analysis on their own, so to better enable them to engage their students with these dynamic strategies. (Contains 1 figure and 15 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Modern History; History Instruction; Textbooks; Educational History; Futures (of Society); Content Analysis; Educational Change; Foreign Countries; Historiography

Abstract:
Although the history of history education is an under-researched topic worldwide, the international literature about history education contains a clear image of the historical development of the school subject. This image basically consists of a sharp dichotomy between traditional history education, which was largely insensitive to topical affairs and focused on tradition; and modern history education, which placed topical affairs at the centre of attention and critically engaged pupils in the study of history. Despite being very pervasive, this image does not do justice to the complex relationship between past and present in history education. In this article I will attempt to reassess this one-dimensional image by examining the changing relationship between past and present in Dutch history textbooks published between 1945 and 1979. More specifically, the analysis concentrates on the question of how these textbooks dealt with matters of proximity and distance on multiple levels, and how this affected the relationship between past and present in the course of time. (Contains 63 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Research Methodology; Hypothesis Testing; History Instruction; Primary Sources; Case Studies; Thinking Skills; Medieval History; Teaching Methods; Student Centered Curriculum; College Students; Majors (Students)

Abstract:
A common problem history teachers face regardless of their field of specialization is how to help students find answers to the most difficult historical questions, those for which the sources are unavailable or inaccessible, and teach them to do so in a methodologically valid manner. This article presents a case study which shows how a project in experimental history applied to a medieval trebuchet was used to solve just such problems by encouraging historical thinking, hypothesis testing of a historical problem, and reinforcing traditional primary source research. Follow-up of this first project by several others in experimental history has shown good results in student-centered historical pedagogy as well as teaching historical research methods, exploring difficult topics, and inspiring students. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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