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Interpreting National History: Race, Identity, and Pedago and millions of other . students' interpretations of U.S. history in classroom and community settings. (Yin, ) on the effects of pedagogy and curriculum materials on learning.
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Interviewing children and adolescents. Holstein Eds. Thousand Oaks, CA: Sage. Education and Training Inspectorate.


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Epstein, T. Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York, NY: Routledge. Goldberg, T. Narrative Inquiry, 16, Living and dormant collective memories as contexts of history learning. Learning and Instruction, 18, Halpern, J. Empathy: Using resonance emotions in the service of curiosity. Spiro, M. Curren, E. James Eds. From detached concern to empathy: Humanizing medical practice.

Holstein, J.


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  • Phenomenology, ethnomethodology, and interpretive practice. Lincoln Eds. Huberman, A. Data management and analysis methods. Jarman, N. Material conflicts: Parades and visual displays in Northern Ireland.

    Een Eurocentrische benadering

    New York, NY: Berg. King J. Kitson, A. History education and reconciliation in Northern Ireland. Cole Ed. Krueger, R. Focus group interviews: A practical guide for applied research. Third edition.


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    • Lawlor, S. Narrative in social research. May Ed. Seixas Ed. Toronto, Canada: University of Toronto Press.

      Terrie Epstein | Hunter Hillel

      Levstik, L. Researching history education: Theory, method, and context. New York: Routledge. I Agree This site uses cookies to deliver our services, improve performance, for analytics, and if not signed in for advertising. Your use of the site and services is subject to these policies and terms. Melvil Decimal System: Works under MDS Classrooms by Sara L. In fact, most students 19 out of 30 students rank-ordered the types of evidence differently depending on whether the evidence was in the abstract or in context.

      For example, students ranked research and statistical data higher when considering the abstract descriptions. However, when ranking the contextual evidence the Brown examples , students said emotional and personal resonance with different types of evidence, such as personal experience and anecdote, played a key role. After the evidence-ranking activities, we then sought to determine if and how students would use the seven kinds of evidence in the second context of public policy deliberations. In collaboration with teachers, we selected two topics they felt would interest students — immigration reform and Internet privacy.

      Teachers spent two class sessions on each topic, involving students in discussion, debate, and deliberation. These three related forms of shared inquiry motivate students to dig deeper into subject matter and arrive at well-considered conclusions about complicated questions.

      The distinctions among these terms are straightforward. Deliberation is a type of discourse in which participants pay attention to reasons, inclusivity, respect, public spiritedness, and finding common ground through opinion revision.

      ISBN 13: 9780415960847

      Debates are structured differently, with either individuals or teams arguing for or against a certain proposition for example, should physician-assisted suicide be legal? Deliberating a contemporary public policy issue gives students a unique opportunity to bring their values, opinions, and judgments to bear on topics they find interesting.

      Because public policy deliberations deal with current questions, the varieties of evidence that teachers have at their disposal are more extensive than what is typically available for discussing or debating historical topics. We modeled our approach to the deliberations on materials produced by the National Issues Forum Working with teachers, we created packets of age-appropriate evidence incorporating the seven types of evidence.

      In the deliberation on immigration, the teachers posed the following question: Which of the following positions do you think U. Even after teachers directed them to use evidence packets in building their arguments, students largely ignored the evidence. The deliberation experience surprised both the researchers and teachers. Even after teachers directed them to use the evidence packets in building their arguments, students largely ignored the evidence we had developed.

      When students used evidence at all, they tended to bring in outside information. This was especially true for the Internet privacy deliberation, in which students gave little credence to evidence that suggested the potential dangers around privacy that stem from regular use of Google and Facebook. Students discounted examples of how personal information such as Facebook posts might be used against them when they were older and looking for a job or how pricing for products or services found online might be adjusted based on personal information found on the Internet.

      AERA 2017: Democratic Education, Race, and the Classroom: Content and Pedagogy in a Diverse Society

      If students gave this evidence any weight at all, they seemed convinced that giving up their privacy was a small price to pay to gain access to social media and powerful search engines. Our classroom observations, as well as student and teacher interviews, have led us to several conclusions. Second, many teachers are unfamiliar with various forms of evidence and may focus narrowly on a single type of evidence for example, asking students to find three statistics to support an argument. This third insight complicates the work of teaching with evidence.

      In the context of education reforms promoting the use of evidence, making claims, and building arguments, we offer a set of recommendations.

      1st Edition

      Give students more opportunities to evaluate evidence. Students need more opportunities to examine the credibility of an author or a publisher, justify their evaluation, determine the intended audience, corroborate sources, and critically analyze what they read — not just in social studies but in all subject areas.

      We found these skills particularly important in public policy issue deliberations on topics already familiar to students. We also found that students needed more opportunities to consider opposing arguments. People spend more time critiquing information that challenges their views, and they seek out information that reinforces their views. Help students recognize the factors that influence how they evaluate evidence. Helping students understand how their background characteristics and political viewpoints might influence their position on public policy issues and the kinds of evidence they tend to find compelling is critical.

      By understanding their bias toward particular kinds of evidence, they may be more willing to consider different kinds of evidence, even if they decide these kinds of evidence are ultimately not compelling. Be aware of the role of social trust in classrooms. Recognize that students, like adults, may find some forms of evidence and certain interpretations of evidence more compelling based on their social trust.

      For example, for some audiences, putting a personal face to an issue may be most persuasive. In other situations, using statistics and data may be better suited to demonstrating the need for a solution to a problem. Students should practice evaluating evidence along multiple dimensions, not just whether it is factual or relevant.

      Introduce students to a variety of evidence types.