Ambitious U.S. History Teachers Bringing Professional Development into the Classroom: A Mixed Methods Study

Autor/inn/en	Kallemeyn, Leanne; Schiazza, Daniela; Ryan, Ann Marie; Peters, Julie; Johnson, Crystal
Titel	Ambitious U.S. History Teachers Bringing Professional Development into the Classroom: A Mixed Methods Study
Quelle	In: Research in the Schools, 20 (2013) 1, S.39-56 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	United States History; History Instruction; Secondary School Teachers; Faculty Development; Mixed Methods Research; Case Studies; Multivariate Analysis; Teacher Surveys; Pedagogical Content Knowledge; Student Centered Learning; Decision Making; Teaching Methods; High Schools; Illinois (Chicago) + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Multivariate Analyse; Pädagogische Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule
Abstract	Understanding how to engage history teachers in effective professional development, rooted in pedagogical content knowledge (PCK), is critical with the implementation of the Common Core State Standards. In this study, we utilized Grant and Gradwell's (2010) notion of ambitious teachers, which built upon Shulman's (1986) concept of PCK, to understand the instructional decision-making of secondary U.S. history teachers participating in professional development through a Teaching American History (TAH) grant. We used a sequential mixed methods study design, which included 3 critical case studies of teachers and a cluster analysis of survey findings from 51 teachers. We described teachers' classroom practices related to historical content and skills, in relation to teachers' involvement in professional development and their schooling contexts. The findings of this study provide examples of ambitious U.S. history teachers who provided student-centered instruction that engaged students in the discipline of history. For contexts similar to this study, an implication of the study findings might be to incorporate approaches in professional development that are rooted in PCK and that help teachers understand their students. (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01