The Canadian Anthology of Social Studies
Author | : Roland Case |
Publisher | : |
Total Pages | : 436 |
Release | : 1999 |
Genre | : Social Science |
ISBN | : 9781895766394 |
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Author | : Roland Case |
Publisher | : |
Total Pages | : 436 |
Release | : 1999 |
Genre | : Social Science |
ISBN | : 9781895766394 |
Author | : |
Publisher | : |
Total Pages | : 416 |
Release | : 2016 |
Genre | : Education, Elementary |
ISBN | : 9780864913883 |
Author | : Roland Case |
Publisher | : |
Total Pages | : 349 |
Release | : 2013-01-01 |
Genre | : Education |
ISBN | : 9781926966311 |
This updated edition of The Anthology of Social Studies presents a powerful and exciting vision of social studies. It has a stronger focus on elementary examples, a new chapter on teaching elementary students to think geographically, updated references, and a greater emphasis on the use of innovative technologies and digital resources in social studies. This collection blends specific, practical teaching suggestions with important discussions of the foundational issues at the heart of social studies teaching. It is an essential resource for pre-service and practising elementary teachers and curriculum developers."--pub. desc.
Author | : Christopher W. Berg |
Publisher | : Springer Nature |
Total Pages | : 648 |
Release | : 2020-04-03 |
Genre | : Education |
ISBN | : 3030372103 |
This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.
Author | : Cameron White |
Publisher | : Lexington Books |
Total Pages | : 384 |
Release | : 2007 |
Genre | : Education |
ISBN | : 9780739123218 |
In Democracy at the Crossroads, the editors argue that there have been too few scholarly attempts to provide a comprehensive critique of the assumptions behind citizenship education. In particular, they ask the distinguished contributors to this volume to address difficult but essential questions that are often avoided or intentionally overlooked: What do all-embracing terms like 'global citizenship' really mean? What does democracy mean internationally? A timely work, Democracy at the Crossroads provides a necessary examination and re-interpretation of international perspectives on democracy and global citizenship as they apply to social education.
Author | : David Selby |
Publisher | : Canadian Scholars’ Press |
Total Pages | : 401 |
Release | : 2000 |
Genre | : Education |
ISBN | : 1894549015 |
A celebration of some of the most positive developments in Canadian education regarding social justice, peace and environmental justice
Author | : Jim Parsons |
Publisher | : |
Total Pages | : 267 |
Release | : 1983 |
Genre | : Social sciences |
ISBN | : 9780888649454 |
The many ways social studies is taught and learned in elementary and secondary schools across Canada are examined. There are five parts. Part 1, "The Nature of the Social Studies," discusses what social studies is, describes the educational history of Canadian social studies, and examines the need and techniques for implementing a global perspective. The second part deals with "The Content of Social Studies," presenting an argument for the teaching of history, looking at the various approaches for teaching geography, presenting examples of integrated approaches to social education, and concluding with a discussion of the values impact of science and technology on society. "The Learning Experience in Social Studies" is the focus of part 3. Examined are how children learn about the concepts of space and time, social education in early childhood, and improving students' reading in social studies. Part 4 deals with "Methodology in Social Studies," focusing on values education, moral development, questioning strategies, concept teaching, and action learning. The concluding part provides suggestions for teaching about Native Canadians. (RM)
Author | : Alicia R. Crowe |
Publisher | : Springer Science & Business Media |
Total Pages | : 232 |
Release | : 2010-06-25 |
Genre | : Education |
ISBN | : 9048139430 |
Advancing Social Studies Education through Self-Study Methodology provides a collection of works that highlights ways in which self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education. Some of the pieces chosen for this book will provide theoretical connections between the two fields (e.g. how values and principles important to both fields work together, are similar, and can help each field expand). Others will provide specific examples of self-studies that focus on social studies specific concepts. The book provides a strong and clear introduction of self-study to the field of social studies education as well as an argument for its use to further understand social studies teaching and teacher education. It also provides the self-study community with an example of how self-study can be used to look at content specific aspects of teaching and teacher education.
Author | : Sarah B. Shear |
Publisher | : IAP |
Total Pages | : 401 |
Release | : 2018-01-01 |
Genre | : Education |
ISBN | : 164113075X |
The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issues--those topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortable--in profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field. The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources. Endorsement: (Re)Imagining Elementary Social Studies is a timely and powerful collection that offers the best of what social studies education could and should be. Grounded in a politics of social justice, this book should be used in all elementary social studies methods courses and schools in order to develop the kinds of teachers the world needs today. -- Wayne Au, Professor, University of Washington Bothell, Editor, Rethinking Schools
Author | : Amy Jeanette Von Heyking |
Publisher | : University of Calgary Press |
Total Pages | : 226 |
Release | : 2006 |
Genre | : Alberta |
ISBN | : 1552381447 |
This work examines how Albertans have interpreted themselves and their world through history and social studies curricula and texts from 1905 to 1980, and shows that these courses, more than others, addressed issues of identity by creating the country and region's past.