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Showing 1 to 15 of 52 results Save | Export
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Moore, Zachary A.; Boehm, Richard G. – Social Studies, 2011
The purpose of this study was to analyze the evolution of geography in the United States' K-12 education system throughout the Nineteenth Century to understand the causes of variations, shifts in focus, and relative importance placed on geography. A broad theoretical framework, based on the work of sociologists of education and education…
Descriptors: Elementary Secondary Education, Geography, Historians, Social Studies
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Thornton, Stephen J. – Social Studies, 2001
Discusses the differences between subject matter and content within the realm of social studies. Asserts the importance of making connections within the social studies and allowing students more choices in subject matter. Explores how teacher education should change to help future teachers learn more about subject matter in the social studies.…
Descriptors: Curriculum Development, Educational Change, Elementary Secondary Education, Geography Instruction
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Common, Dianne L. – Social Studies, 1983
To provide an interpretive framework for social studies teachers involved with curriculum innovation, three major elements of the implementation process are examined: the curriculum, teachers, and the administrator of the school. (RM)
Descriptors: Administrator Role, Educational Change, Educational Innovation, Elementary Secondary Education
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Gross, Richard E. – Social Studies, 1976
Schools have long resisted change due to community attitudes, bureaucratic school system structure, security from being subsidized, and apathetic teachers. A need is seen for attitudes that are receptive to creative change, for democratization of schools, and for a process-oriented emphasis. (Author/AV)
Descriptors: Attitude Change, Change Strategies, Educational Change, Educational Needs
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Sykes, George – Social Studies, 1975
The role and content of social studies curriculum for elementary and secondary students is examined and compared with preceding curricula of the 40s, 50s, and 60s. The premise is that today's social studies is too narrow and does not encompass enough humanistic perspective; resulting in the need for teachers to re-evaluate the social studies…
Descriptors: Curriculum Development, Educational Change, Educational History, Educational Objectives
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Lipman, Matthew – Social Studies, 1978
Suggests that children learn about society's history and traditions by focusing on those societal relationships which are meaningful to them personally. The school should be thought of as a laboratory for understanding, appreciating, and engaging reflectively in real-life experince. (Author/AV)
Descriptors: Curriculum Development, Discovery Learning, Educational Change, Educational Experience
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Haas, John D. – Social Studies, 1979
Traces approaches of social studies from 1916 to the present. Contends that the "Citizenship Transmission" position which supports the status quo has been dominant in spite of the reform rationales which stress the process of thinking reflectively or the intellectual aspects of history and the social sciences. (KC)
Descriptors: Educational Change, Educational History, Educational Objectives, Educational Philosophy
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Fetsko, William – Social Studies, 1979
Discusses a study which investigated effects of the New Social Studies movement on social studies textbooks published in the 1970s. Topics discussed include characteristics of the New Social Studies, textbook analysis, and changes reflected in textbooks from 1950 to 1970. (Author/DB)
Descriptors: Curriculum Development, Data Analysis, Educational Change, Educational Trends
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Kaltsounis, Theodore – Social Studies, 1997
Maintains that there are definite and divisive tensions between multicultural education and citizenship education. Identifies various positions, philosophical backgrounds, and political proponents of these two camps. Recommends using both pedagogies to create a sense of community. (MJP)
Descriptors: Citizenship Education, Civics, Cultural Interrelationships, Cultural Pluralism
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Nelson, Murry R. – Social Studies, 1998
Argues that the national standards movement is predicated on the notion that teachers are stupid. Criticizes the standards as being unworkable, often irrelevant, and emphasizing low-level data and memorization. Claims the standards are doomed to fail because they attempt to "teacher proof" the "right" information.(MJP)
Descriptors: Academic Standards, Conservatism, Criticism, Curriculum Development
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Schug, Mark C.; Wentworth, Donald R. – Social Studies, 1999
Explores the changes in the U.S. economy explaining that it became an engine of growth for the entire world economy. Describes the transformation in economic thought during the 20th century and relates these changes to issues of interest to social studies educators. Concludes with a discussion on 21st century thought. (CMK)
Descriptors: Economic Change, Economic Factors, Economics Education, Educational Change
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Schug, Mark C. – Social Studies, 2000
Considers what students are learning about the environment. Summarizes ways in which market forces can improve environmental quality. Discusses the "tragedy of the commons" (people overuse things they do not own) and the role of private property rights. Considers noneconomic and economic remedies and gives examples of market-oriented reforms. (CMK)
Descriptors: Conservation (Environment), Economic Factors, Economics, Educational Change
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Rallis, Donald N.; Rallis, Helen – Social Studies, 1995
Maintains that the nature and role of geography within social studies has been a major area of debate since 1916. Asserts that geography relies too heavily on rote memorization of facts and neglects geographic thinking. Contends that geography teachers share the blame for this and must change their teaching and evaluation methods. (CFR)
Descriptors: Curriculum Design, Educational Change, Educational History, Elementary Secondary Education
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Janzen, Rod – Social Studies, 1995
Maintains that, over the past 50 years, social studies educators have suggested a number of conceptual pathways for approaching their area of academic study. Presents six models: (1) cultural transmission; (2) social action; (3) life adjustment; (4) discovery; (5) inquiry; and (6) multiculturalism. (CFR)
Descriptors: Citizenship Education, Cultural Pluralism, Curriculum Development, Discovery Learning
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Chilcott, John H. – Social Studies, 1991
Analyzes effects of globalization and the intersection of tribal and modern societies in several areas, especially politics, economics, and communication. Urges social studies teachers to consider the world a totality and to introduce global issues to students. Advocates designing maps and charts that reflect new global realities and promote a…
Descriptors: Anthropology, Communication (Thought Transfer), Economic Factors, Educational Change
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