Educational Reform and Social Studies: Implications of Six Reports.

Autor/in	Newmann, Fred M.
Institution	Social Science Education Consortium, Inc., Boulder, CO.; ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.
Titel	Educational Reform and Social Studies: Implications of Six Reports.
Quelle	(1985), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-89994-299-7
Schlagwörter	Comparative Analysis; Core Curriculum; Course Content; Course Objectives; Curriculum Development; Educational Change; Educational Research; Educational Trends; Elementary Secondary Education; Literature Reviews; Social Studies; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Kerncurriculum; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Gemeinschaftskunde; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The implications of six national reports for social studies are examined. These implications are compared with past and present practices in the social studies and the ways in which the reports fail to give useful guidance to teachers are noted. An introductory chapter presents a broad overview of the six reports: "The Paideia Proposal: An Educational Manifesto" (Adler, 1982), "High School: A Report on Secondary Education in America" (Boyer, 1983), "Academic Preparation for College: What Students Need to Know and Be Able to Do" (The College Board, 1983), "A Place Called School: Prospects for the Future (Goodlad, 1983), "A Nation at Risk: The Imperative of Educational Reform" (National Commission on Excellence in Education, 1983), and "Horace's Compromise: The Dilemma of the American High School" (Sizer, 1984). The second section focuses on the effects of these reports on social studies education, specifically regarding the goals of social education, curriculum organization and selection of subject matter, effective forms of teaching, and evaluation of student performance. Implications regarding time alloted for social studies, common core curriculum, specific content to be taught, and the organization of social studies into a meaningful sequence are considered. The final section examines the usefulness of the reports for teachers. While noting that the reports offer little assistance in resolving critical issues on social studies, the document stresses that the calls for quality in education can be used to support continuing work on these issues. A list of 53 references and an annotated list of related resources in ERIC conclude the document. (LH)
Anmerkungen	Social Science Education Consortium Publications, 855 Broadway, Boulder, CO 80302 ($5.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC