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Constructing a Powerful Approach to Teaching and Learning in Elementary Social Studies / Edition 1

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Overview


The authors' contemporary framework uses four commonplaces of education--learners and learning, the subject matter of social studies, teachers and teaching, and classroom learning environment--to help future teachers create powerful learning experiences for their students. The text's teaching/learning model focuses on constructivism, or how new teachers construct their own knowledge. It puts readers into classroom situations with numerous demonstrations of elementary social studies teaching, and provides substance and powerful strategies to help teachers implement today's standards.
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Editorial Reviews

From the Publisher

"It is unique in its approach and offers an alternative to most texts at this level. It seems to be where a lot of the leading thinkers in the field are in terms of constructivist theory."

"The major strength of this book is its solid use of teacher and student examples combined with the weaving of theory and research which is compelling and much needed. The writing is engaging and connects well with the reader. I enjoyed reading this so much."

"I like the flow of topics. It is logical and encourages the reader to want to continue on to the next chapter."

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Product Details

  • ISBN-13: 9780395811214
  • Publisher: Cengage Learning
  • Publication date: 8/1/2000
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 336
  • Product dimensions: 7.90 (w) x 9.10 (h) x 0.60 (d)

Meet the Author


S. G. Grant is an associate professor of Social Studies Education in the Department of Learning and Instruction at the State University of New York, Buffalo. His research interests lie at the intersection of state curriculum and assessment policies and teachers' classroom practices, with a particular emphasis in social studies.

Bruce VanSledright is a teacher educator and researcher at the University of Maryland, College Park. His interests include how teachers teach and children learn history and social studies, and how prospective teachers can be helped to become the ambitious history and social studies teachers of the future.

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Table of Contents


Note: Each chapter concludes with a Summary and Teaching Resources. I. The Commonplaces: A Framework for Powerful Social Studies Teaching 1. The Commonplaces of Education: Creating a Framework for the Social Studies Classroom Introducing the Commonplaces of Education Looking at the Commonplaces in Interaction 2. Learners and Learning: Understanding What Students Know about Social Studies and How They Come to Know It Knowing and Learning about Social Studies A Constructivist View of Learning Social Studies 3. The Subject Matter of Social Studies: Taking a Threads Approach Social Studies Subject Matter: But There's Just Too Much Here! Social Studies Subject Matter: The Threads Approach Social Studies Subject Matter: You Must Choose 4. Teaching Social Studies I: Working with Big Ideas Teachers and Teaching Putting It All Together with Big Ideas The Big Idea: Key to Pedagogical Action 5. Teaching Social Studies II: Choosing Teaching Strategies, Curriculum Materials, and Assessment Techniques Pulling the Pedagogical Plan Together: Teaching Strategies, Materials, and Assessment The Pedagogical Plan: Teaching Strategies The Pedagogical Plan: Curriculum Materials The Pedagogical Plan: Assessment Influences on Teachers' Content and Instructional Decisions 6. The Classroom Environment: Creating a Genuine Community The Complex Nature of Social Studies Classrooms Traditional Classroom Environments The Promise of Genuine Classroom Communities The Genuine Classroom Community: Moving Forward II. Putting the Commonplaces into Action 7. Purposes, Goals, and Objectives for Teaching and Learning Goal Frameworks and Good Citizens Educational Goal Frameworks and the Supporting Arguments Sources for Guidance about Goals Building a Goal Framework Some Parting Thoughts 8. Unit Planning and the Commonplaces Pulling It All Together: The Commonplaces Pulling It All Together: The Unit Plan 9. Becoming a Reflective Social Studies Teacher Defining Reflective Practice Reflectiveness in Teaching: An Illustration Reflection and the Social Context of Teaching Reviewing Our Key Themes; Offering Some Parting Thoughts Appendix: Children's Literature: Choosing Content Resources Glossary References Index
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