Public Understanding to Political Voice: Action Research and Generative Curricular Practices in Issues and Reform

Autor/in	Agnello, Mary Frances
Titel	Public Understanding to Political Voice: Action Research and Generative Curricular Practices in Issues and Reform
Quelle	In: Social Studies, 98 (2007) 5, S.217-224 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cultural Pluralism; Education Courses; Preservice Teachers; Public School Teachers; Democracy; Action Research; Social Studies; Secondary Schools; Questionnaires; Formative Evaluation; Curriculum; Economics; Case Studies + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kulturpluralismus; Fortbildungskurs; Demokratie; Projektforschung; Gemeinschaftskunde; Sekundarschule; Fragebogen; Curricula; Lehrplan; Rahmenplan; Volkswirtschaftslehre; Case study; Fallstudie; Case Study
Abstract	The author and preservice teachers in a postbaccalaureate Issues and Reform in Secondary Education course engaged Ernest Stringer's (2004) model of action research to develop generative curricula. They adhered to Walter C. Parker's (1991, 2006) vision of public formation and essential social studies teaching and used student-centered teaching based on students' knowledge needs, which were determined through observation, formative assessments, and two questionnaires. As suggested in Parker's work supporting participatory democracy, the public, including public school teachers, must engage in public discussion and become active in the government's activities of solving public problems. In this article, the author focuses on procedures teachers can follow to implement action research to motivate public understanding and participation in the social studies classroom. Through generative curricula, the students exercised participatory citizenship for democratic ideals promoting cultural diversity and fairer economics both locally and globally. A Summary of Study Procedures is appended. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10