A Two Year Longitudinal Study of the Impact of a "Man: A Course of Study" Preservice Social Studies Methods Course on the Classroom Teaching of Practicing Professionals.

Autor/in	King, Bob
Titel	A Two Year Longitudinal Study of the Impact of a "Man: A Course of Study" Preservice Social Studies Methods Course on the Classroom Teaching of Practicing Professionals.
Quelle	(1974), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anthropology; Attitude Change; Classroom Techniques; Education Courses; Educational Research; Elementary School Curriculum; Methods Courses; Preservice Teacher Education; Process Education; Projects; Social Studies; Surveys; Teacher Attitudes; Teaching Methods; Teaching Skills; Transfer of Training; Use Studies + Suchen Sie Ihr Suchwort? Anthropologie; Attitudinal change; Einstellungsänderung; Klassenführung; Fortbildungskurs; Bildungsforschung; Pädagogische Forschung; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Gemeinschaftskunde; Survey; Umfrage; Befragung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Training; Transfer; Ausbildung; Benutzerschulung
Abstract	This study assesses the degree of influence that the elementary curriculum project "Man: A Course of Study" (MACOS) and its process approach has on the use of teaching strategies of first and second year elementary teachers. The sample teachers had been enrolled in an undergraduate social studies methods course that used MACOS. Of the 17 teaching strategies associated with MACOS, 12 were used by 60 percent or more of the teachers. Five teaching strategies were used by 47 percent or less of the teachers. The vast majority ranked MACOS as highly influential in their choice of teaching strategies. The teaching strategies used by the greatest number of teachers were comparison and contrast, learning by observing, organizing by theme or concept, small group discussion, and large group discussion or working group. The subject areas outside of social studies which most used MACOS strategies were science, math, reading, and language arts respectively. Only two strategies--use of student feedback questionnaires and non-narrated movies--were not used by a majority of the surveyed teachers. Over half the teachers indicated that MACOS had a positive effect on their thinking about what constitutes a good subject curriculum, attitudes on how children should be taught, and how greater cooperation can be developed in the classroom. (Author/DE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC