Life History Influence on Teaching United States History.
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| Title: | Life History Influence on Teaching United States History. |
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| Language: | English |
| Authors: | Coughlin, Mimi |
| Peer Reviewed: | N |
| Page Count: | 25 |
| Publication Date: | 2003 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Family History, History Instruction, Interviews, Life Events, Qualitative Research, Secondary School Teachers, United States History |
| Abstract: | A qualitative study explored the influences of life and family histories on high school teachers' beliefs about U.S. history. Drawing on data gathered through surveys and in-depth interviews, this paper argues that personal knowledge acts as a lens through which teachers see and project subject matter in U.S. history. Inquiring into life history influences on teachers' understandings and beliefs about history builds on an emergent strand of research about the influence of family history, race, gender, and nationality on students' understandings of history. The paper states that to explore the influences of family history and life experiences on teacher beliefs about U.S. history, the study drew on strategies used in grounded theory, life history, and narrative inquiry. It notes that 62 teachers from 33 Rhode Island schools returned completed surveys, and numerical analyses were used to identify emergent themes in the close-ended responses. The conclusion is that attention to the role personal knowledge plays in the construction of historical understandings and interpretations implies a rejection of attempts to depersonalize and standardize history teaching and learning and may point toward opportunities for meaningful and authentic engagement with the past in history classrooms. (Contains 55 references.) (BT) |
| Entry Date: | 2004 |
| Accession Number: | ED478392 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED478392 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Life History Influence on Teaching United States History. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Coughlin%2C+Mimi%22">Coughlin, Mimi</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 2003 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Family+History%22">Family History</searchLink><br /><searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Life+Events%22">Life Events</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22United+States+History%22">United States History</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A qualitative study explored the influences of life and family histories on high school teachers' beliefs about U.S. history. Drawing on data gathered through surveys and in-depth interviews, this paper argues that personal knowledge acts as a lens through which teachers see and project subject matter in U.S. history. Inquiring into life history influences on teachers' understandings and beliefs about history builds on an emergent strand of research about the influence of family history, race, gender, and nationality on students' understandings of history. The paper states that to explore the influences of family history and life experiences on teacher beliefs about U.S. history, the study drew on strategies used in grounded theory, life history, and narrative inquiry. It notes that 62 teachers from 33 Rhode Island schools returned completed surveys, and numerical analyses were used to identify emergent themes in the close-ended responses. The conclusion is that attention to the role personal knowledge plays in the construction of historical understandings and interpretations implies a rejection of attempts to depersonalize and standardize history teaching and learning and may point toward opportunities for meaningful and authentic engagement with the past in history classrooms. (Contains 55 references.) (BT) – Name: DateEntry Label: Entry Date Group: Date Data: 2004 – Name: AN Label: Accession Number Group: ID Data: ED478392 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED478392 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 Subjects: – SubjectFull: Family History Type: general – SubjectFull: History Instruction Type: general – SubjectFull: Interviews Type: general – SubjectFull: Life Events Type: general – SubjectFull: Qualitative Research Type: general – SubjectFull: Secondary School Teachers Type: general – SubjectFull: United States History Type: general Titles: – TitleFull: Life History Influence on Teaching United States History. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Coughlin, Mimi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 2003 |
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