Coverage of heritage and archeology in formal education is typically limited. These subjects are typically taught through specific and anecdotal activities that do not respond to a specific methodological foundation. School-museum relationships offer numerous benefits for design participation experiences with long-term perspectives in conducting…

"Multimodal Signs of Learning" proposes a methodology to uncover evidence of learning in students' multimodal compositions. Informed by social semiotic theory, the book tracks representation of subject content from physical and embodied teaching resources to students' handmade artefacts and physical presentations. Using materials from…

This book critiques dominant discourses and debates pertaining to cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses current discourses concerning globalisation, ideologies and the state, as well as approaches to constructing national, ethnic and religious…

This volume in the Common Core State Standards (CCSS) for English Language Learners series was designed to deepen teacher's knowledge and provides instructional approaches and practices for supporting grades 6-12 ELLs as they meet the ambitious expectations of the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. This…

The integration of technology into modern classrooms has enhanced learning opportunities for students. With increased access to educational content, students gain a better understanding of the concepts being taught. "Flipped Instruction: Breakthroughs in Research and Practice" is a comprehensive reference source for the latest scholarly…

Our differences in language, cultures, and history around the world play a vital role in the way we learn. As technology-based education continues to be used worldwide, there is an ever growing interest in how multiculturalism comes into effect. Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the…

Over the past decade historians and educational researchers in the UK, Australia, the USA and Canada have been devoting ever increasing energy to the systematic exploration of the learning of history at the college level. Now members of the discipline have come together to nurture and to disseminate this new scholarship of teaching and learning…

The purpose of this study was to examine students' attitudes and perceptions toward the use of technology-based instruction (i.e., Inspiration 6.0 software) and a guided notes format as an instructional strategy in inclusive world history classrooms. Students' completed a six item 3 choice student satisfaction survey (agree, undecided, disagree)…

Discusses differences among the objectives, course content, and teaching methods of history instruction at high-school and college levels. Argues that improved communication and interaction among all professionals in the field, including teachers, archivists, librarians, and others, is necessary to improve teaching and learning. (CFR)

Fifty-nine students enrolled in 4 inclusive world history classes in a suburban high school participated in a within participants research design to compare the relative effects of mnemonic strategies and direct instruction on academic performance. Regularly assigned high school teachers delivered instruction during history class periods. Keywords…

This paper describes and analyzes teacher conceptions of the meaning of history. Previous research points to teacher conceptions as a crucial variable guiding curriculum decisions. Data for the study were collected through survey questionnaires and interviews. Data were analyzed by content analysis of fieldnotes, frequency analysis, and cross…

This paper describes efforts to develop a social studies methods course based on a foundation of critical theory in education. The literature concerning critical theory is discussed. Critical theory focuses on three areas of educational thought: (1) the relationship of school to society; (2) conceptions of knowledge and curriculum; and (3) the…

Two studies were conducted to design and field-test hypertext computer study guides with 40 ninth grade students (10 with learning disabilities, 15 remedial, and 15 regular education). Findings indicated the computer study guide treatment was as effective as the lecture method; posttest scores and retention test scores were higher for the computer…

A research study was undertaken to determine how U.S. history is taught and what is learned in Indiana public high schools. The objectives of the study included: (1) to ascertain the status of U.S. history in Indiana public schools; (2) to compare results of data with national literature; (3) to identify what is actually taught; (4) to ascertain…

The National History Day Program (NHDP) is designed to promote student competency and interest in carrying out original research while improving student achievement and critical thinking skills. Students select a topic, conduct research, and prepare a presentation for regional, state, and national competitions. The present research focused on…