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Innovations in Economic Education
Innovations in Economic Education addresses the growing issue of financial illiteracy by showing how economics can be successfully integrated into classrooms from kindergarten through higher education. Pre-service teachers, experienced educators, curriculum leaders, parents, and school administrators will find practical ideas to improve economic understanding. At the elementary level, the book provides creative ways of introducing young students to the basic concepts of economics, financial justice, and social action. For higher grade levels, the book offers ideas to integrate economics into current history, civics, and math curricula. The final portion of the book features recommendations by leading economic educators on how economics can play a greater role in teachers’ professional development. The pedagogical tools presented in each chapter include lesson plans and practical insights, and are designed to meet the NCSS, C3 Framework, and Common Core State Standards for Social Studies. This book is a timely and valuable resource for all educators interested in improving their students’ economic literacy and financial decision-making.
Elementary and Middle School Social Studies
The eighth edition continues to be an invaluable resource for creative strategies and proven techniques to teach social studies. Pamela Farris's popular, reasonably priced book aids classroom teachers in inspiring students to be engaged learners and to build on their prior knowledge. The book is comprehensive and easy to understand—providing instruction sensitive to the needs of all elementary and middle school learners. • Creative concepts for teaching diverse learners • Strategies for incorporating the C3 Framework to enrich K–8 curriculum • Integration of inquiry skills with literacy and language arts skills • Multifaceted, meaningful activities emphasize problem-solving, deci...
Cinematic Social Studies
Action! Film is a common and powerful element in the social studies classroom and Cinematic Social Studies explores teaching and learning social studies with film. Teaching with film is a prominent teaching strategy utilized by many teachers on a regular basis. Cinematic Social Studies moves readers beyond the traditional perceptions of teaching film and explores the vast array of ideas and strategies related to teaching social studies with film. The contributing authors of this volume seek to explain, through an array of ideas and visions, what cinematic social studies can/should look like, while providing research and rationales for why teaching social studies with film is valuable and important. This volume includes twenty-four scholarly chapters discussing relevant topics of importance to cinematic social studies. The twenty four chapters are divided into three sections. This stellar collection of writings includes contributions from noteworthy scholars like Keith Barton, Wayne Journell, James Damico, Cynthia Tyson, and many more.
Educating About Social Issues in the 20th and 21st Centuries Vol 1
Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-à-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Ed...
Educating About Social Issues in the 20th and 21st Centuries Vol. 2
Over the course of the past decade and a half, we, Samuel Totten and Jon E. Pedersen, have co-edited a series of books on teaching and learning about social issues. Our goal has been to build a series that would broadly represent the work that has been undertaken over the past 110 plus years related to the field of teaching and learning about social issues. As we created and added to the series (see for example: Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field; Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education; Teaching and Studying Social Issues: Major Programs and Approaches)...
Educating About Social Issues in the 20th and 21st Centuries Vol. 3
EDUCATING ABOUT SOCIAL ISSUES IN THE 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.
Revelation
Over the forty-plus years of his adult vocation as an Episcopal priest, Dale Coleman has wanted to write about his journey from the Salvation Army to the Episcopal Church. He wished to be in a Christian church with "elbow room" that would allow questions, true spiritual growth, and "faith seeking understanding." Dale is fearless in looking at the Episcopal Church, and especially his seminary days at a "smells and bells" traditional Anglican Seminary. He writes boldly and freely about the boy he was and the man he has become, placing his first allegiance in the Lord Jesus Christ. Christians need to be honest and clear about their faith in the growing toxicity of our culture. His first questions from his youth were "Where did the Bible come from, and how is it to be read and interpreted?" These and many other questions about the Christian church, its faith and life are addressed in this book. If you've ever wondered about such matters, this is the book for you!
Tep Vol 24-N1
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Building a Legacy
This collection of biographical articles presents several issues concerning story of women working in the social studies placing it within a broad intellectual and social context. Following the "Preface" (M. S. Crocco), the collection is divided into five chronological sections. The first section entitled, "Conceptualizing Social Education for a Growing Nation: 1784-1919," includes: Hannah Adams (S. Schwartz); Emma Hart Willard (M. B. Henning); Mary Downing Sheldon Barnes (F. E. Monteverde); Jane Addams (P. Munro); and Lucy Maynard Salmon (C. H. Bohan). The second section, "Becoming Partners in Citizenship Education: 1920-1945," contains: Mary Ritter Beard (S. Bair); Bessie Louise Pierce (M....
