A Relevant Lesson: Hitler Goes to the Mall

Autor/in	Gerwin, David
Titel	A Relevant Lesson: Hitler Goes to the Mall
Quelle	In: Theory and Research in Social Education, 31 (2003) 4, S.435-465 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
Schlagwörter	Teaching (Occupation); Teaching Models; Teacher Effectiveness; Lesson Plans; Relevance (Education); Primary Sources; Methods Courses; Action Research; Student Motivation; Teacher Characteristics; Urban Education; Teacher Student Relationship; Achievement; Perspective Taking; Knowledge Base for Teaching; Cognitive Structures; Prior Learning; Logical Thinking; New York + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Lehrmodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lesson planning; Unterrichtsplanung; Relevance; Relevanz; Primärquelle; Methodisch-didaktische Anleitung; Projektforschung; Schulische Motivation; Stadtteilbezogenes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Performance; Leistung; Zukunftsperspektive; Teaching theory; Theory of teaching; Unterrichtstheorie; Cognitive structure; Kognitive Struktur; Vorkenntnisse
Abstract	A "Motivation" eliciting the "Aim" of each lesson initiates each lesson in the orthodox "developmental lesson-plan" that has dominated classroom instruction in NYC public schools for at least the past half-century. An action-research study of 38 lesson-plans (over 5 each from 5 teachers) drawn from student-teaching courses at the author's institution, combined with fieldnotes from observations, a teaching placement, and focus groups, yields a description of how the motivations "worked" in the classroom, and their relevance to the lesson that followed. The mandate to have a "motivation" and single sentence "aim" for each class appears to warp student-teacher thinking about the subject of history and how secondary students understand it. Comparisons to McNeil's classification of strategies teachers used to resist administrative controls demonstrates striking similarities. Suggested responses include a focus on year-long, not unit planning, for content and classroom systems, additional research on controls, and teacher action research addressing needs such as lesson "hooks." (Contains 1 table.) (As Provided).
Anmerkungen	College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10