From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms

Autor/inn/en	van Hover, Stephanie; Hicks, David; Dack, Hilary
Titel	From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms
Quelle	In: Social Studies, 107 (2016) 6, S.209-217 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2016.1214903
Schlagwörter	Video Technology; History Instruction; Standards; Historians; Teaching Methods; Inquiry; Evidence; Educational Research; Course Content; Information Sources; Primary Sources; Poverty; Rural Schools; Observation; United States History; School Districts + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Standard; Historian; Historiker; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Bildungsforschung; Pädagogische Forschung; Kursprogramm; Information source; Informationsquelle; Primärquelle; Armut; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Beobachtung; School district; Schulbezirk
Abstract	To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as "good history instruction." What happens in a standards-based setting where teachers are covering large bodies of content? Do teachers use sources as part of their daily instruction? If so, how? We were afforded the unique opportunity to spend time observing what 35 teachers do by analyzing 352 videos submitted over a 4-year time span. We observed a spectrum of source use within and across teacher practice. In this article we share what we noticed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01