Literaturnachweis - Detailanzeige
| Autor/inn/en | Dull, Laura J.; van Garderen, Delinda |
|---|---|
| Titel | Bringing the Story Back into History: Teaching Social Studies to Children with Learning Disabilities |
| Quelle | In: Preventing School Failure, 49 (2005) 3, S.27-31 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| Schlagwörter | History; Social Studies; Learning Disabilities; Children; Learning Problems; Textbooks; High Risk Students; Expository Writing; Teaching Methods; History Instruction; High Stakes Tests; Story Telling; Foreign Countries; Ghana; United States |
| Abstract | Many at-risk students and students with learning problems struggle to understand social studies textbooks. Textbooks have been described as being "inconsiderate" of their readers (B. B. Armbruster & T. H. Anderson, 1988) because their authors have relied on an expository, rather than narrative, approach. In this article, the authors present ways that textbooks might be improved by offering examples from Ghanaian textbooks. The authors also suggest strategies teachers might use to bring back the story in social studies. (Author). |
| Anmerkungen | Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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