The Role of Historical Simulations in an International Baccalaureate Primary Years Program Social Studies Class

Autor/in	Hasenkamp, Anna
Titel	The Role of Historical Simulations in an International Baccalaureate Primary Years Program Social Studies Class
Quelle	(2019), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Carolina
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-7217-0
Schlagwörter	Hochschulschrift; Dissertation; Advanced Placement Programs; Social Studies; Academic Achievement; Simulation; History; Teaching Methods; Conventional Instruction; Lecture Method; Elementary Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gemeinschaftskunde; Schulleistung; Simulation program; Simulationsprogramm; Geschichte; Geschichtsdarstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementarunterricht
Abstract	This paper presents an action research study as part of a Dissertation in Practice. Based on observations from the classroom of the participant-researcher, Problem of Practice is described: an over-reliance on teacher-centered instructional methods and the mismatch of these instructional techniques to the pedagogy endorsed by the International Baccalaureate. Through the identification of this PoP led to a research focus concerning student achievement, instructional methods, and the use of historical simulations in the social studies classroom. As a result of this research focus, the research question of "what, if any, is the possible impact of historical simulations on student achievement?" In order to answer this question, a quasiexperimental research design was developed where data was collected through a pretest and a posttest in order to determine the student achievement based on a historical simulation exercise versus student achievement based on traditional, teacher-centered instructional methods. While the study did not produce statistically significant results, the study did produce practical results that could be considered by the participant-researcher in order to develop an action plan. The action plan that was developed as a result of the findings of this study provides a framework for the participant-researcher to continue to study the use of historical simulations while hoping to affect positive change as a curriculum leader. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01