Page 352 - Powerful Social Studies for Elementary Students 4th Edition
P. 352
324 References
Barton, K. C. (1992, November). “It seems a lot like a story”: Narrative presentation of the American Revolution. Paper presented at the annual meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Detroit, MI.
Barton, K. C. (1996). Narrative simplifications in elementary stu- dents’ historical thinking. In J. Brophy (Ed.), Advances in research on teaching (Vol. 6, pp. 51–83). Greenwich, CT: JAI Press.
Barton, K. C. (1997). History—it can be elementary: An overview of elementary students’ understanding of history. Social Education, 61(1), 13–16.
Barton, K. C. (2001) A picture’s worth: Analyzing historical photo- graphs in the elementary grades. Social Education, 65(5), 278–283.
Barton, K. C. (2005). Primary sources in history: Breaking through the myths. Phi Delta Kappan, 86(10), 745–753.
Barton, K. C., & Levstik, L. S. (1996). “Back when God was around and everything”: Elementary children’s understanding of his- torical time. American Educational Research Journal, 33(2), 419–454.
Barton, K. C., & Levstik, L. S. (2003). Why don’t more history tea- chers engage students in interpretation? Social Education, 67, 358–361.
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the com- mon good. Mahwah, NJ: Erlbaum.
Barton, K. C., & Smith, L. A. (2000). Themes or motifs? Aiming for coherence through interdisciplinary outlines. The Reading Teacher, 54(1), 54–63.
Beane, J. (1997). Curriculum integration: Designing the core of dem- ocratic education. New York: Teachers College Press.
Beck, I., & McKeown, M. (1988). Toward meaningful accounts in history texts for young learners. Educational Researcher, 17(6), 31–39.
Beck, I., McKeown, M., & Gromoll, E. (1989). Learning from social studies texts. Cognition and Instruction, 6, 99–158.
Beninati, A. (1991). History Teaching Alliance. OAH Magazine of History, 6(1), 46.
Bennett, L., & Berson, M. J. (Eds.) (2007). Digital age: Technology- based K-12 lesson plans for social studies. Silver Spring, MD: National Council for the Social Studies.
Bennett, L. (2007) Motivation: Connecting each student with the world. Social Studies and the Young Learner, 19(3), 4–6.
Bennett, N., & Dunne, E. (1992). Managing small groups. New York: Simon & Schuster.
Berman, S. (1990). Education for social responsibility. Educational Leadership, 48(3), 75–80.
Berman, S., & LeFarge, P. (Eds.). (1993). Promising practices in teaching social responsibility. Albany: State University of New York Press.
Berson, M., Cruz, B., Duplass, J., & Johnston, H. (2004). Social studies on the internet (2nd ed.). Columbus, OH: Merrill Prentice Hall.
Berson, M., Cruz, B., Duplass, J., & Johnston, H. (2006). Social studies on the internet (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
Berti, A. (2002). Children’s understanding of society: Psychological studies and their educational implications. In E. Näsman &
A. Ross (Eds.), Children’s understanding in the new Europe (pp. 89–107). Stoke on Trent, England: Trentham.
Berti, A. (2005). Children’s understanding of politics. In M. Barrett & E. Buchanan-Barrow (Eds.), Children’s understanding of society (pp. 69–103). Hove, England: Psychology Press.
Berti, A., & Bombi, A. (1988). The child’s construction of economics. Cambridge: Cambridge University Press.
Berti, A., & Monaci, M. (1998). Third graders’ acquisition of knowledge of banking: Restructuring or accretion? British Jour- nal of Educational Psychology, 68, 357–371.
Bigelow, B., & Peterson, B. (2002). Rethinking globalizaion: Teaching for justice in an unjust world Milwaukee, WI: Rethinking Schools Ltd.
Blumenfeld, P., Mergendoller, J., & Swarthout, D. (1987). Task as a heuristic for understanding student learning and motivation. Journal of Curriculum Studies, 19, 135–148.
Boehm, R. G., & Petersen, J. F. (1994). An elaboration of the funda- mental themes in geography. Social Education, 58(4), 211–218.
Bohan, C. (2005). Digging trenches: Nationalism and the first national report on the elementary history curriculum. Theory and Research in Social Education, 33(2), 266–291.
Booth, M. (1993). Students’ historical thinking and the national his- tory curriculum in England. Theory and Research in Social Edu- cation, 21, 105–127.
Boyle-Baise, M. (2002). Multicultural service learning: Educating tea- chers in diverse communities. New York: Teachers College Press.
Boyle-Baise, M., & Binford, P. (2005). The Banneker history project: Historic investigation of a once-segregated school. The Educa- tional Forum, 69(3), 305–314.
Boyle-Baise, M., McClain, L., & Montgomery, S. (2010). Living one’s civics. In M. McGuire & B. Cole (Eds.), Making a differ- ence: Revitalizing elementary social studies (NCSS Bulletin 109, pp. 37–49). Silver, Springs, MD: National Council for the Social Studies.
Bradley Commission on History in Schools. (1988). Building a his- tory curriculum: Guidelines for teaching history in schools. Washington, DC: Educational Excellence Network.
Brandhorst, A. (1988). Historical fiction in the classroom: Useful tool or entertainment? Southern Social Studies Quarterly, 14, 19–30. Bransford, J., Brown, A., & Cocking, R. (Eds.). (1999). How people
learn: Brain, mind, experience, and school. Washington, DC:
National Academy Press.
Britt, M., Rouet, J., Georgi, M., & Perfetti, C. (1994). Learning from
history texts: From causal analysis to argument models. In
G. Leinhardt, I. Beck, & C. Stainton (Eds.), Teaching and learning history (pp. 47–84). Hillsdale, NJ: Erlbaum.
Brophy, J. (1983). Classroom organization and management. Elementary School Journal, 83, 265–285.
Brophy, J. (1992). The de facto national curriculum in U.S. elemen- tary social studies: Critique of a representative example. Journal of Curriculum Studies, 24(5), 401–447.
Brophy, J. (Ed.). (1993). Advances in research on teaching: Case studies of teaching and learning in social studies (Vol. 4). Greenwich, CT: JAI Press.
Brophy, J. (1999). Teaching (Educational Practices Series No. 1). Geneva: International Bureau of Education.
Brophy, J. (2010). Motivating students to learn (3rd ed.). New York: Taylor and Francis.
Brophy, J., & Alleman, J. (1991). Activities as instructional tools: A framework for instructional analysis and evaluation. Educational Researcher, 20(4), 9–23.
Brophy, J., & Alleman, J. (1992). Planning and managing learning activities: Basic principles. In J. Brophy (Ed.), Advances in research on teaching: Planning and managing learning tasks and activities (Vol. 3, pp. 1–45). Greenwich, CT: JAI Press.
Brophy, J., & Alleman, J. (1995). NCSS social studies standards and the elementary teacher. Social Studies and the Young Learner, 8(1), 4–8.
Brophy, J., & Alleman, J. (2005). Children’s thinking about cultural universals. Mahwah, NJ: Erlbaum.
Brophy, J., Alleman, J., & Knighton, B. (2009). Inside the social studies classroom. New York: Routledge.
Brophy, J., Alleman, J., & Knighton, B. (2010). A learning community in a primary classroom. New York: Routledge.
Brophy, J., & VanSledright, B. (1997). Teaching and learning history in elementary schools. New York: Teachers College Press.
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.