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How Teachers Make Historical Explanation Meaningful for Democratic Citizenship
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | How Teachers Make Historical Explanation Meaningful for Democratic Citizenship. |
| 개인저자 | Eckers, Jennifer Mitnick. |
| 단체저자명 | Columbia University. TC: Teaching of Social Studies. |
| 발행사항 | [S.l.]: Columbia University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 191 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-11A(E). Dissertation Abstract International |
| ISBN | 9780438088849 |
| 학위논문주기 | Thesis (Ph.D.)--Columbia University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Adviser: Sandra J. Schmidt. |
| 요약 | Enduring misconceptions exist regarding the value of learning history. Many history teachers are engaged in lecture- and recitation-based forms of instruction that seem to be at odds with the goal of helping students to develop skills and dispos |
| 일반주제명 | Social sciences education. History. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
