James M. Shiveley

Using the Internet To Create Primary Source Teaching Packets

ocial studies teachers have never S questioned the value of using primary sources in their classroom. Yet, squeezed by a crowded curriculum, limited financial resources, and multiple demands on their time, these same teachers often find it difficult to create or buy topic-specific primary source packets. As a result, too few teachers incorporate that strategy into their curriculum (Huck, Helper, and Hickman 1987; Rasinski 1983). Social studies teachers also recognize the importance of incorporating more technology into their teaching strategies. Even as classroom access to the Internet becomes more prevalent, many social studies teachers are still exploring the many ways i n which this powerful resource can be used to augment their trdditiona1 teaching strategies. In fact, in a recent study of secondary social studics teachers, researchers found that only slightly more than 10 percent of

Seeing the Forest Through the Trees: Some Renewed Thinking on Dispositions Specific to Social Studies Education

Too often, social studies educators are asked to focus their design and enactment of learning experiences on the mastery of content knowledge, often at the expense of other aims and goals. In response to this problem, the authors of this article explore the reclamation of dispositions in social studies curriculum planning and teaching. First, he authors clarify what is meant by dispositions in the social studies. Then, by drawing on seminal works in the field, they ofter a taxonomy of social studies dispositions in order to assist pre-service and in-service teachers to consciously plan for dispositional development. Finally, the authors detail how these dispositions can be operationlized within a series of practical examples.

“But How Do I Know About Their Attitudes and Beliefs?”: A Four-Step Process for Integrating and Assessing Dispositions in Teacher Education

Abstract Recently, schools of education throughout the country have struggled with how to infuse, teach, and assess dispositions in systematic ways within their teacher education programs. This necessary and important work has proved to be time-consuming challenging. The following article describes the four-step process that the authors are currently engaged in, which includes clearly defining dispositions; determining how this definition is best operationalized; determining the types of assessments needed to evaluate the desired degree of competence; and analyzing the data on these assessments for the purpose of program revision. Throughout each of these steps, the critical process of communication and support is discussed.

A Content Analysis of Internet Sessions Presented at the National Council for Social Studies Annual Meeting, 1995–2002

Abstract The Internet has been touted as a useful resource for social studies teachers. This study used content analysis methods to examine trends in sessions focused on the use of the Internet presented at the National Council for the Social Studies (NCSS) annual meeting (1995–2002). Session abstracts were analyzed for: type of Internet sessions presented, the institutional affiliation of presenters, and goals of the Internet sessions and topics covered. Results indicated that, after an initial increase, the number and proportion of Internet sessions presented have declined over the last three years. In addition, college and university faculty consistently make up the greatest proportion of presenters of Internet sessions, with a relatively small proportion of sessions devoted to teaching strategies employing the Internet. The study reveals a potential dearth of research into the use of the Internet in K-12 social studies classrooms, and it mirrors previous calls for increased attention to these issues.

Exploring Clinical, On-Site Supervision in a School-University Partnership.

Abstract Alternative models for student intern supervision in education have arisen over the past two decades. New models that envision teachers providing the kind of supervisory leadership necessary for strengthening teaching and programs for beginning teachers are taking hold and working. This article describes and interprets a set of clinical supervisory practices that were used with preservice teachers engaged in a semester‐long internship at a professional development school under one such supervision model. The authors use a narrative framework to present a sense of the setting, the supervision model, and some of the successes and concerns that have emerged as a result of two years of ongoing assessment.

Beyond Collaboration: Accounts of Partnership From the Institute for Educational Renewal Based at Miami University

Collaboration between Miami Universitys School of Education and Allied Professions and multiple P-12 schools in the region has been institutionalized through the Institute for Educational Renewal (IER). The IER has provided a powerful means to address the puzzle of school reform and the need for simultaneous renewal of schools and educator-preparation programs. The IER partnership is described, an example of work at 2 schools is provided, and a sample day in the life of a university faculty member who is highly involved in collaboration is depicted.

Operationalizing Social Justice in Social Studies Education

ABSTRACT Although social justice is an overarching goal of most every department of teacher education, college of education, and US College or University, it is rarely an identified goal for K–12 schools. We contend that the field of social studies education also substantively focuses on social justice, and as such, this article clarifies the ways in which classrooms can provide a social justice education. In particular, we explore the role of dispositions, reflective thinking, and controversial issues, and the ways in which they position students to understand, confront, and undermine social injustices. Finally, we provide specific curricular ideas and points of departure for middle school and high school social studies teachers to operationalize social justice education within their classes.

From pilot to program: Evaluating the progress of a professional development school

Abstract Much of the professional development school (PDS) literature to date has centered on (a) how best to define professional development schools; (b) the benefits of PDSs for teacher preparation programs; (c) identifying the obstacles encountered when working with a PDS; and (d) the lessons learned from early PDS experiences. Only recently has the effectiveness of the PDS taken center stage as a primary issue. This article describes four broad criterion themes that emerged from our literature review—issues of marginality, changing roles, reward structure, and ongoing inquiry. These four measures are then applied to ongoing PDS projects in an effort to assess progress toward fully developed professional sites.