By Alicia R. Crowe

ISBN-10: 9048139422

ISBN-13: 9789048139422

This number of works highlights ways in which self-study of educating and instructor schooling practices can improve conversations and data in social reviews schooling. The ebook comprises chapters which explicitly handle the ability of self-study for social stories academics and instructor educators. for instance, how a social reviews instructor engaged in self-study learns and grows as a instructor; how a instructor educator thinks approximately, makes use of, and grows of their figuring out of perform whereas concentrating on rationales in social experiences instructing. extra chapters contain discussions of connections among the 2 fields, and particular examples are supplied of the way self-study can happen with a social reports concentration and in a social reviews context. the writer of this ebook goals so as to add new dimensions to conversations occurring in groups - self-study and social stories schooling. The book’s robust topic quarter brings concentration to already wealthy instructor schooling conversations in self-study. although, the focal point on self-study and the ability of this technique for studying approximately and enhancing social experiences educating and instructor schooling provides to the continued social stories schooling conversations approximately educating and learning.

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Extra resources for Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education

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Hamilton, V. K. LaBoskey, & T. ), International handbook of self-study teaching and teacher education practices (pp. 943–977). Dordrecht: Springer. (Originally published in 2004) Fenton, E. (1966). Teaching the new social studies in secondary schools: An inductive approach. New York: Holt, Rinehart, and Winston. R. Crowe and T. , & Perselli, V. (2007). Knowledge, social justice, and selfstudy. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. ), International handbook of self-study teaching and teacher education practices (pp.

Loughran, M. L. Hamilton, V. K. LaBoskey, & T. ), International handbook of self-study teaching and teacher education practices (pp. 7–39). Dordrecht: Springer. (Originally published in 2004) Samaras, A. , & Freese, A. R. (2009). Looking back and looking forward: An historical overview of the self-study school. In C. A. Lassonde, S. Galman, & C. ), Self-study research methodologies for teacher educators (pp. 3–19). Rotterdam: Sense Publishers. Schön, D. (1983). The reflective practitioner: How professionals think in action.

K. (2009). “Name it to claim it”: The methodology of self-study as social justice teacher education. In D. L. Tidwell, M. L. Heston, & L. M. ), Research methods for the self-study of practice (pp. 73–82). Dordrecht: Springer. Lang, D. , & Siry, C. (2008). Diversity as a context for inquiry-based preservice teacher learning and teaching in elementary school settings: A self-study in teacher education practices. In M. L. Heston, D. L. Tidwell, K. K. East, & L. M. ), Pathways to change in teacher education: Dialogue, diversity, and self-study.

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Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education by Alicia R. Crowe


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