Effective Instruction in Middle School Social Studies

Effective Instruction in Middle School Social Studies

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The purpose of this study was to analyze student learning in eighth grade social studies/U.S. history classes with both traditional and constructivist philosophy based instructional settings, and to analyze the impact upon student learning. Learning factors included student choice in topics, assessment measures and the levels of student participation. The significance of this study will help fill a gap that exists currently in the literature. There is a gap in the literature about the effectiveness of constructivist philosophically based instructional approaches in eighth grade middle school history/social studies classes. The results of this study will also fill gaps that exist in the literature about the relationship between instructional input and student participation at the middle school classroom level. Additionally, practitioners, teachers, instructors will benefit from this research by seeing how theoretical and philosophical ideas and suppositions may be put into place in real classroom settings. This research stands to share with the educational community the synthesis of theory and practice. The research questions for this dissertation research project are: (1) Does a constructivist philosophy based/engaging instructional approach increase student learning in an eighth grade middle school social studies class? (2) Does a constructivist philosophical based/engaging instructional approach increase student satisfaction in an eighth grade middle school social studies class? (3) Do student perceptions about classroom instructional approaches match teacher reported instructional approaches in an eighth grade middle school social studies class?The purpose of this study was to analyze student learning in eighth grade social studies/U.S. history classes with both traditional and constructivist philosophy based instructional settings, and to analyze the impact upon student learning.


Title:Effective Instruction in Middle School Social Studies
Author:Michael Lubelfeld
Publisher: - 2005
ISBN-13:

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