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首页> 外文学位 >Beyond planning a field trip: A case study of the effect a historical site's educational resources have on the practices of four urban eighth grade social studies teachers.
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Beyond planning a field trip: A case study of the effect a historical site's educational resources have on the practices of four urban eighth grade social studies teachers.

机译：除了计划一次实地考察：一个历史遗址的教育资源对四位城市八年级社会研究教师的实践影响的案例研究。

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摘要

Field trips to museums are not just fun experiences for students; they also have the potential to enhance in-service teachers' professional learning and practices when teachers use the educational resources of museums. There is a need to find new financial and professional development resources for social studies teachers, due to the devaluation of social studies as a core subject since the passage of the No Child Left Behind legislation of 2001, which does not require social studies as a tested subject (Neil, 2004; Virginia Consortium, 2006). Museums have the financial and educational resources (AAM, 1984, 1992) to contribute to social studies teachers' professional development. While reviewing the literature, patterns emerged in the areas of teacher professional development and museum education, such as characteristics of situated learning, teacher and museum collaborations, and a lack of research focusing on social studies teachers' learning in historical museums.; This instrumental and collective case study used qualitative research methods to investigate the following research question: How are the educational practices of four urban eighth grade social studies teachers affected by the educational resources of a historical site? Reformers in the social studies field have called for more case studies to be conducted on the practices of social studies teachers.; Using a purposeful sampling procedure, four eighth grade social studies teachers, who collaborate with a historical site located in their school district, participated in the study. The data resources used for the study were semi-structured pre- and post-field trip interviews, observations, participant logs, visual data, and artifacts that were managed and analyzed with NVIVO7 software. To strengthen the validity of the study a variety of strategies were used such as triangulation, member checking, the use of rich data and description, and NVIVO7 software query tools.; The analysis of the data revealed that the historical site's educational resources affected three key practices of the social studies teachers: classroom instruction, pedagogical content knowledge, and collaboration. The professional development of the social studies teachers was enhanced by using the historical site's educational resources.; The findings from this study suggest that the effect an external source has on socials studies teachers' practices have implications for practice, policy, and research in two educational communities: schools and museums. When collaborating with external sources, the school community benefits at multiple levels: administrators, teachers, and students. Museums benefit from working with school districts by expanding their programs, which enhance their finances. Further research that focuses on teacher learning at museums needs to be conducted by the educational professional development field and the museum education field.
机译：博物馆的实地考察不仅对学生来说是一种有趣的体验；当教师使用博物馆的教育资源时，它们也有可能提高在职教师的专业学习和实践。由于自2001年“不让任何孩子落后”立法通过以来，社会研究作为一项核心学科的贬值，因此有必要为社会研究教师寻找新的财务和专业发展资源，该法律不需要将社会研究作为检验标准主题（Neil，2004; Virginia Consortium，2006）。博物馆拥有财政和教育资源（AAM，1984，1992），可为社会研究教师的专业发展做出贡献。在审查文献时，教师专业发展和博物馆教育领域出现了一些模式，例如情境学习，教师与博物馆合作的特点，以及缺乏针对历史博物馆中社会研究教师学习的研究。这项工具性和集体案例研究使用定性研究方法来调查以下研究问题：四个城市八年级社会研究教师的教育实践如何受到历史遗址教育资源的影响？社会研究领域的改革者呼吁对社会研究教师的实践进行更多的案例研究。通过有目的的抽样程序，与所在学区的一个历史遗址合作的四位八年级社会研究教师参加了这项研究。用于研究的数据资源是半结构化的实地考察前后的访谈，观察，参与者日志，视觉数据以及由NVIVO7软件管理和分析的工件。为了加强研究的有效性，使用了多种策略，例如三角剖分，成员检查，使用丰富的数据和描述以及NVIVO7软件查询工具。对数据的分析表明，历史遗址的教育资源影响了社会研究教师的三个关键实践：课堂教学，教学内容知识和协作。利用历史遗迹的教育资源，促进了社会研究教师的专业发展。这项研究的结果表明，外部资源对社会学研究教师的行为产生了影响，对学校，博物馆两个教育界的实践，政策和研究产生了影响。与外部资源合作时，学校社区可以从多个层次上受益：管理员，老师和学生。博物馆通过扩大学区计划，与学区合作而受益，从而增加了财政状况。教育专业发展领域和博物馆教育领域需要开展更多针对教师在博物馆学习的研究。

著录项

  • 作者

    Penna, Stacy L.;

  • 作者单位

    University of Massachusetts Lowell.;

  • 授予单位 University of Massachusetts Lowell.;
  • 学科 Education Teacher Training.; Education Social Sciences.; Museology.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 232 p.
  • 总页数 232
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;社会科学教育与普及;
  • 关键词

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