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Teacher Practice and Student Learning in History and Political Science
Fri, April 8, 12:00 to 1:30pm, Convention Center, Floor: Level Two, Exhibit Hall D Section BSession Type: Roundtable Session
Abstract
The four papers in this roundtable examine related aspects of teacher perceptions, student understandings, and practice in the teaching of social studies and political science. The papers include: 1)"Teacher perceptions of the role of social studies in the education and acculturation of immigrant youth"; 2) "Intercultural historical learning – balancing models of theoretical conceptualisations and applied practice"; 3)"What's positive about positive rights? Students’ everyday understandings and the challenges of teaching political science"; and 4)"'Just because…’. Developing causal historical reasoning through explicit teaching of strategies, concepts and epistemological beliefs."
Sub Unit
Chair
Papers
Teacher Perceptions of the Role of Social Studies in the Education and Acculturation of Immigrant Youth - Jeremy Hilburn, University of North Carolina - Wilmington
Intercultural Historical Learning: Balancing Models of Theoretical Conceptualizations and Applied Practice - Maria Johansson, Karlstad University; Kenneth Nordgren, Karlstad University
What's Positive About Positive Rights? Students' Everyday Understandings and the Challenges of Teaching Political Science - Linda Ekstrom, Stockholm University; Cecilia H. Lundholm, Stockholm University
"Just Because ...": Developing Causal Historical Reasoning Through Explicit Teaching of Strategies, Concepts, and Epistemological Beliefs - Gerhard Stoel, University of Amsterdam; Jannet Van Drie, University of Amsterdam; Carla Van Boxtel, University of Amsterdam
Helping Intermediate-School Teachers Develop Professional Teaching Knowledge - Cory Callahan, The University of Alabama