Page 351 - Powerful Social Studies for Elementary Students 4th Edition
P. 351
References
Abramovitch, R., Freedman, J., & Pliner, P. (1991). Children and money: Getting an allowance, credit versus cash, and knowledge of pricing. Journal of Economic Psychology, 12(1), 27–45.
Ajmera, M., & Ivanko, J. (1999). To be a kid. Watertown, MA: Charlesbridge.
Akenson, J. E. (1989). The expanding environments and elementary education: A critical perspective. Theory and Research in Social Education, 17(1), 33–52.
Alleman, J., & Brophy, J. (1992). Analysis of the activities in a social studies curriculum. In J. Brophy (Ed.), Advances in research on teaching: Planning and managing learning tasks and activities (Vol. 3, pp. 47–80). Greenwich, CT: JAI Press.
Alleman, J., & Brophy, J. (1993). Is curriculum integration a boon or a threat to social studies? Social Education, 57(6), 289–291.
Alleman, J., & Brophy, J. (1993–1994). Teaching that lasts: College students’ reports of learning activities experienced in elementary school social studies. Social Science Record, 30(2), 36–48; 31(1), 42–46.
Alleman, J., & Brophy, J. (1994a). Taking advantage of out-of-school opportunities for meaningful social studies learning. The Social Studies, 85(6), 262–267.
Alleman, J., & Brophy, J. (1994b). Trade-offs embedded in the liter- acy approach to early elementary social studies. Social Studies and the Young Learner, 6(3), 6–8.
Alleman, J., & Brophy, J. (1998). Strategic opportunities during out- of-school hours. Social Studies and the Young Learner, 10(4), 10–13.
Alleman, J., & Brophy, J. (2000). On the menu: The growth of self- efficacy. Social Studies and the Young Learner, 12(3), 15–19. Alleman, J., & Brophy, J. (2001). Social studies excursions, K–3. Book
one: Powerful units on food, clothing, and shelter. Portsmouth,
NH: Heinemann.
Alleman, J., & Brophy, J. (2002). Social studies excursions, K–3. Book
two: Powerful units on communication, transportation, and fam-
ily living. Portsmouth, NH: Heinemann.
Alleman, J., & Brophy, J. (2003a). History is alive: Teaching young
children about changes over time. The Social Studies, 94,
107–110.
Alleman, J., & Brophy, J. (2003b). Social studies excursions, K–3. Book
three: Powerful units on childhood, money, and government.
Portsmouth, NH: Heinemann.
Alleman, J., & Brophy, J. (2004). Building a learning community and
studying childhood. Social Studies and the Young Learner, 17(2), 16–18.
Alleman, J., & Brophy, J. (2010). Effective integration of social studies and literacy. In M. E. McGuire & B. Cole (Eds.), Making a difference: Revitalizing elementary social studies (NCSS Bulletin 109, pp. 51–66). Silver Spring, MD: National Council for the Social Studies.
Alleman, J., Brophy, J., & Knighton, B. (2003). Co-constructing classroom resources. Social Studies and the Young Learner, 16(2), 5–8.
Alleman, J., Brophy, J., Knighton, B., Ley, R., Botwinski, B., & Mid- dlestead, S. (2010). Homework done right. Thousand Oaks, CA: Corwin.
Almarza, D. (2001). Contexts shaping minority language students’ perceptions of American history. Journal of Social Studies Research, 25(2), 4–22.
Amrein, A., & Berliner, D. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32–38.
Armento, B. (1993). Reform revisited: The story of elementary social studies at the crest of the 21st century. In V. Wilson, J. Little, & G. Wilson (Eds.), Teaching social studies: Handbook of trends, issues, and implications for the future (pp. 25–44). Westport, CT: Greenwood Press.
Aronson, E., Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart, & Winston.
Baker, J. (1998). The social context of school satisfaction among urban, low-income, African-American students. School Psychol- ogy Quarterly, 13(1), 25–44.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.
Bandura, A., & Schunk, D. (1981). Cultivating competence, self- efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586–598.
Banks, J. A. (1990). Teaching strategies for the social studies: Inquiry, valuing, and decision-making (4th ed.). New York: Longman.
Banks, J. A. (2005). Cultural diversity and education: Foundations, curriculum, and teaching (5th ed.). Boston: Allyn & Bacon. Barnes, P., & Barnes, C. (1998). Woodrow, the White House mouse
(2nd ed.). Alexandria, VA: VSP Books.
Barrett, M. (2005). Children’s understanding of, and feelings about,
countries and national groups. In M. Barrett & E. Buchanan- Barrow (Eds.). Children’s understanding of society (pp. 251–285). Hove, England: Psychology Press.
323
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.