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Framing Instructional Design in Humanities and Social Science Classrooms
Mon, April 16, 2:15 to 3:45pm, Millennium Broadway New York Times Square, Floor: Sixth Floor, Room 6.01Session Type: Symposium
Abstract
Building off of historical and case-based research, this session explores how specific frameworks and policy enactments shape the opportunities in contemporary humanities and social science classrooms. From specific pedagogical approaches to historical analyses of policy implementation, these papers explore how humanities and social science classrooms are constructed by educators.
Sub Unit
Chair
Papers
A Century of Literature Tests: How the New York Regents' Exam Framed Literary Reading, 1904–2016 - Sarah Levine, Stanford University
A Decolonizing Epistemological Critique of Historical Thinking: Time, Tangibility, Science, and the Grand Narrative - Bryan Smith, James Cook University - Australia
Defining the Discipline(s): How History Professors Make Sense of History as Teachers and Researchers - Allena G. Berry, Northwestern University
Reshape: A Mobility-Centered Learning Environment for Social Studies Teachers - Ben Rydal Shapiro, Vanderbilt Peabody College; Andrew L. Hostetler, Vanderbilt University
The Mathematics Content of a High School Social Sciences Textbook - Flavio S. Azevedo, Dept. of Curriculum and Instruction; Michele Johnson Mann, The University of Texas - Austin