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Full-Text Articles in Education
A Collaborative Autoethnography On Challenging Sociohistorical Constructions Of Gender In Teacher Education, Marie-Helene Brunet, Mark Currie
A Collaborative Autoethnography On Challenging Sociohistorical Constructions Of Gender In Teacher Education, Marie-Helene Brunet, Mark Currie
The Councilor: A National Journal of the Social Studies
In early 2019, we developed a workshop that examines changing representations of masculinities and femininities through advertisements from today and from 30 years ago. We employ a pedagogy of discomfort (Boler, 1999) and challenge participants—whether students, teacher candidates, or seasoned educators—to historicize and critique how they co-construct sociohistorical representations and performativity of gender (Butler, 1990). Our hopes are that participants begin deconstructing how and which understandings of gender became normalized to them, as well as how they perpetuate or disrupt “masculinities” and “femininities”. Through regular debriefing, we realized that we do not merely facilitate but also actively participate in each …
Difficulty And Distance In Educational Encounters With Historical Violence, Grant Scribner
Difficulty And Distance In Educational Encounters With Historical Violence, Grant Scribner
The Nebraska Educator: A Student-Led Journal
This article reviews recent literature that addresses historical violence, difficult history, and the production of historical distance in teaching and learning about past violence. The author argues that based on the literature, the processes by which certain violent histories become “difficult” while others are aestheticized deserve greater attention. As violent histories become more or less difficult, the production of nuanced, contextually contingent historical distances may have serious implications for teachers’ pedagogical decisions as well as students’ reactions and understanding. The author argues further that historical violence not considered difficult or traumatic in a given moment and context deserves greater attention …
The Current State Of Assessing Historical Thinking: A Literature Analysis, Taylor S. Hamblin
The Current State Of Assessing Historical Thinking: A Literature Analysis, Taylor S. Hamblin
The Nebraska Educator: A Student-Led Journal
In American schools since the mid 2000’s, social studies departments and state departments of education have created goals and updated standards prioritizing critical thinking engagement. Promotion of critical thinking has created a wealth of scholarship on developing a specific type of critical thinking, or cognition, called historical thinking. Imperative to the promotion of teaching historical thinking is in how teachers can assess the inquiries that make it up. Unfortunately, standardized social studies assessments have failed to measure the acquisition of the new historical thinking standards. In order to improve the assessment practices of history teachers, I wish to do two …
“‘Curating Kisumu’ And ‘Curating East Africa’: Academic Collaboration And Public Engagement In The Digital Age”, J. Mark Souther, Meshack Owino
“‘Curating Kisumu’ And ‘Curating East Africa’: Academic Collaboration And Public Engagement In The Digital Age”, J. Mark Souther, Meshack Owino
History Faculty Publications
This essay examines the origin, permutations, potentials, challenges, and implications of two successive, collaborative public history research, teaching, and learning projects undertaken by the Department of History at Cleveland State University, Cleveland, Ohio, and the Department of History and Archeology at Maseno University, Kisumu, Kenya between 2014 and 2018. The two projects explored how opportunities created by the mobile revolution in Africa could be leveraged to generate new ways of acquiring historical information and knowledge between students and faculty in universities separated by enormous distances and by disparate social, economic, and political experiences. Specifically, the projects examined how the cellphone …
The History You Don’T Know, And The History You Do: The Promise Of Signature Pedagogies In History Education, Dave Powell
The History You Don’T Know, And The History You Do: The Promise Of Signature Pedagogies In History Education, Dave Powell
Education Faculty Publications
The persistent separation of subject-matter content and pedagogical training in traditional teacher education programs has made it difficult for many beginning teachers to establish a base of knowledge they can use to develop pedagogical content knowledge as their careers unfold. While existing efforts to bridge this gap have focused on intensive collaborations between education faculty and their colleagues in disciplinary fields, or on the integration of disciplinary knowledge into teacher education coursework, work still can be done to address the problem of providing beginning teachers with the balance of deep and flexible content knowledge complemented by practical teaching maneuvers that …
Lessons Learned While Escaping From A Zombie: Designing A Breakout Edu Game, Wendy L. Rouse
Lessons Learned While Escaping From A Zombie: Designing A Breakout Edu Game, Wendy L. Rouse
Faculty Publications, Social Sciences
I discovered Breakout EDU over a year ago while researching innovative teaching methods that spark student engagement. Firmly believing in the importance of play and the value of games in history education, I found the Breakout EDU idea intriguing and wanted to try it in my own classroom.
Secondary Students, Laptops And Game Design: Examining The Potential Of Homemade Powerpoint Games In A Blended Learning Environment, Michael Barbour, Jim Kinsella, Lloyd P. Rieber
Secondary Students, Laptops And Game Design: Examining The Potential Of Homemade Powerpoint Games In A Blended Learning Environment, Michael Barbour, Jim Kinsella, Lloyd P. Rieber
Education Faculty Publications
The integration of technology into K-12 classrooms has long been hampered by the problem of scalability. Familiar software programs, such as MS PowerPoint, can be used as a tool for students to create educational games to deepen their understanding of content. In this article, the authors examine students in two secondary social studies classes that created homemade PowerPoint games as a way to review for their mid-term and final examinations. The authors compared student performance on these exams based upon the topics covered by their game design. While no significant differences in student outcomes were found, qualitative analyses indicate that …
Implementation Of Document Based Question Essays In Regular Education History Classes, Christine R. Berrong
Implementation Of Document Based Question Essays In Regular Education History Classes, Christine R. Berrong
Dissertations
The purpose of this study was to investigate what strategies high school teachers are using to teach Document Based Question essays (DBQs) in non-Advanced Placement (AP) history classes. DBQs are essays in which students are given a question and a set of primary and secondary source documents that they must use to support an argument in answering the question. They must write a well-developed five-paragraph essay that includes a thesis statement in the introduction and must analyze the documents, not simply mention them in the essay. In the researcher's experience, many students in non-AP history classes have difficulty with this …