International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 26-27, 2009). Volume 2009, Issue 1

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Sonst. Personen	Russell, William Benedict, III (Hrsg.)
Institution	International Society for the Social Studies (ISSS)
Titel	International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 26-27, 2009). Volume 2009, Issue 1
Quelle	(2009), (96 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Social Studies; Conferences (Gatherings); Teacher Attitudes; Case Studies; Professional Development; African American Education; High Schools; Secondary School Teachers; History Instruction; Teacher Effectiveness; Urban Schools; Teaching Methods; Elections; Political Science; Culturally Relevant Education; War; World History; Curriculum Development; Race; Whites; United States History; Critical Theory; Teacher Educators; Teacher Collaboration; Methods Courses; Political Socialization; United States Government (Course); Political Campaigns; Social Sciences; Native Language Instruction; Citizenship Education; Global Approach; Teaching Styles; Preservice Teachers; Personality Measures; Scaffolding (Teaching Technique); English (Second Language); Technology Integration; Web Sites; Video Technology; Disabilities; Preservice Teacher Education; Access to Education; Critical Thinking; Student Attitudes; Childrens Literature; Fiction; Internet; Thinking Skills; Controversial Issues (Course Content); Intercultural Communication; Haitians; North Americans; Cultural Pluralism; Technology Uses in Education; Historic Sites; Social Problems; Civil Rights; Vocabulary; Story Telling; Outreach Programs; Films; Art; Culture; Elementary Schools; Middle Schools; Position Papers; Foreign Countries; Alabama; Cambodia; Canada; Florida; Illinois; New Jersey; Pennsylvania; Singapore; Thailand + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Lehrerverhalten; Case study; Fallstudie; Case Study; High school; Oberschule; History lessons; Geschichtsunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Election; Wahl; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Krieg; Weltgeschichte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rasse; Abstammung; White; Weißer; Kritische Theorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Methodisch-didaktische Anleitung; Politische Sozialisation; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Native language education; Muttersprachlicher Unterricht; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Lehrstil; Unterrichtsstil; English as second language; English; Second Language; Englisch als Zweitsprache; Web-Design; Handicap; Behinderung; Lehramtsstudiengang; Access; Bildung; Zugang; Bildungszugang; Kritisches Denken; Schülerverhalten; 'Children''s literature'; Kinderliteratur; Fiktion; Denkfähigkeit; Controversial issues; Kontroverse; Interkulturelle Kommunikation; Kulturpluralismus; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Historische Stätte; Social problem; Soziales Problem; Bürgerrechte; Grundrechte; Zivilrecht; Wortschatz; Jobcoaching; Film; Arts; Kunst; Kultur; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Positionspapier; Ausland; Kambodscha; Kanada; Singapur
Abstract	The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.) (ERIC).
Anmerkungen	International Society for the Social Studies. University of Central Florida College of Education, 4000 Central Florida Boulevard Suite 115J, P.O. Box 161250, Orlando, FL 32816. Tel: 800-444-2419; Tel: 434-220-3300; e-mail: isss@ucf.edu; Web site: http://www.theisss.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10