Date of Defense

6-24-2005

Department

Teaching, Learning and Educational Studies

First Advisor

Dr. Wilson Warren

Second Advisor

Dr. Steven W. Ziebarth

Third Advisor

Dr. Lynn Brice

Abstract

The purpose of this study was to investigate and characterize current practice in secondary history education and its relationship to best practice. In this phenomenological study the pedagogy of three high school history teachers and the extent to which their current methods exhibit recent thinking on best practices in student learning were examined.. Data were obtained through questionnaires, observations, and interviews. Research posits that constructivism is the most effective approach to educating history students. However, it was found that most history teachers use a traditional, objective method in their classroom. Nevertheless, the three teachers in this study show that there are some history teachers who are pursuing change in their pedagogy and aligning it with best practice to become more effective in the classroom.

Access Setting

Honors Thesis-Campus Only

Download

Share

COinS