عنوان

Teaching social studies in an age of globalization: A case study of secondary social studies teachers' participation in the UNA-USA's Global Classrooms curriculum program

کد کشور

IR

شماره

323T

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

کشور محل نشر

IR

عنوان اصلي

Teaching social studies in an age of globalization: A case study of secondary social studies teachers' participation in the UNA-USA's Global Classrooms curriculum program

نام عام مواد

[Thesis]

نام ساير پديدآوران

;supervisor: Cruz, Barbara C., Johnston, Howard

نام ناشر، پخش کننده و غيره

University of South Florida: United States -- Florida

تاریخ نشرو بخش و غیره

: 2009

نام خاص و کميت اثر

162 pages

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

, University of South Florida: United States -- Florida

متن يادداشت

The researcher found few studies that explore decisions of social studies teachers as they plan what and how to teach their classes. Over a century, social studies educators have adapted and responded to political, social, and economic changes. From educating immigrants a century earlier to addressing contemporary cross-border issues, social studies educators inherit unique challenges in today's increasingly globalized world. In addition to these external forces, constraints are placed on teachers which prescribe what content must be included in an already crowded curriculum. This qualitative approach using a case study provides a better understanding of the influence a globally oriented program has on participants' teaching social studies by investigating how participation in UNA-USA Global Classrooms program influenced how social studies teachers teach social studies. The goal was to provide a rich, compelling account of experiences of high school social studies teachers so that others can understand the issues reflected in their experiences better. The primary method of gathering data was the hour-long interview, in a case study approach.Analysis resulted in six themes: (1) teachers' perceived influence of Global Classrooms on student interest and engagement, (2) content expertise and confidence, (3) challenges to teaching global perspectives stemming from students, (4) challenges to teaching global perspectives stemming from school environment (5) innovative pedagogy and learning activities, and (6) projects and advocacy dimensions evolved from Global Classrooms experiences.Participants' unique experiences underscore the importance of studying the influence of globally oriented curriculum programs on social studies instruction. Implications include (1) teacher preparation and inservice training needs to be responsive to the need to develop an emerging cadre of teachers who are becoming increasingly aware of the need to infuse global perspectives into the social studies curriculum, (2) it is important that school districts realign professional development programs to help teachers gain content knowledge and expertise on global issues (3) participants in this study confirm that globally oriented programs such as the UNA-USA Global Classrooms Curriculum enable teachers to build pedagogical content expertise in teaching about global issues, and (4) as pedagogical knowledge improved, participants became more adept at reinventing the curriculum and infusing components to serve the courses they taught.

موضوع مستند نشده

Social studies education

اصطلاح موضوعی

Social studies

اصطلاح موضوعی

Global Classrooms

اصطلاح موضوعی

United Nations Association of the United States of America

مستند نام اشخاص تاييد نشده

Miliziano, Kelly R.

مستند نام اشخاص تاييد نشده

Cruz, Barbara C., Johnston, Howard, supervisor

کشور

ایران

تاريخ و ساعت مذاکره و دسترسي

TL103.pdf

وضعیت فهرست نویسی

old catalog

نوع ماده

TL

کد کاربرگه

254359

پیشوند ISBD اعمال شده است

1

سطح دسترسي

a

تكميل شده

Y'