When Increasing Stakes Need Not Mean Increasing Standards: The Case of the New York State Global History and Geography Exam
S. G. Grant, A. Derme-Insinna, Jill M. Gradwell, A. M. Lauricella
págs. 488-515
The Impact of Personal Theorizing on Beginning Teaching: Three Social Studies Teachers
R. H. Chant
págs. 516-540
Understanding Matters: Holocaust Curricula and the Social Studies Classroom
K. L. Riley
págs. 541-562
Designing, Implementing, and Evaluating a Teacher In-Service Program Enabling 6th-12th Grade Rural Teachers to Integrate Holocaust Studies into Their Curricula: A Case Study
K. N. Wognild, N. Johnson, R. Wolpow
págs. 563-588
Can Computer Mediated Communication Help to Prepare Global Teachers?: An Analysis of Preservice Social Studies Teachers' Experience
G. Zong
págs. 589-616
Field Experiences and Democratic Practices: A Toolkit and Framework for Analysis
J. A. Braun
págs. 617-620
© 2001-2024 Fundación Dialnet · Todos los derechos reservados
Coordinado por: