Methods and the Middle: Elementary and Secondary Preservice Teachers’ Views on Their Preparation for Teaching Middle School Social Studies

RMLE Online

Volumn 31, Issue 4, 2007, Pages 1-16

  Conklin, Hilary G ^a  

^a UNIVERSITY OF GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 67949095555     PISSN: None     EISSN: 19404476     Source Type: Journal    
DOI: 10.1080/19404476.2007.11462047     Document Type: Article

References (24)

1. Barton, K. C., McCully, A. W., & Marks, M. J., (2004). Reflecting on elementary children’s understanding of history and social studies: An inquiry project with beginning teachers in Northern Ireland and the United States. Journal of Teacher Education, 55(1), 70–90.
2. Borko, H., & Putnam, R. T., (1996). Learning to teach. In D. C., Berliner (Ed.), Handbook of educational psychology. New York: Simon & Schuster Macmillan.
3. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. The report of the Task Force on Education of Young Adolescents. New York: Carnegie Corporation of New York.
4. Dickinson, T. S., & McEwin, C. K., (1997). Perspective and profiles: The professional preparation of middle level teachers. Childhood Education, 73, 272–277.
5. Eccles, J. S., Lord, S., & Midgley, C., (1991). What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education, 99, 521–542.
6. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reumann, D., Flanagan, C., et al. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90–101.
7. Feiman-Nemser, S., & Remillard, J., (1995). Perspectives on learning to teach. In F., Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 63–91). San Francisco: Jossey-Bass.
8. Fontana, A., & Frey, J. H., (2000). The interview: From structured questions to negotiated text. In N., Denzin & Y., Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 645–672). Thousand Oaks, CA: Sage.
9. Gaskill, P. E., (2002). Progress in the certification of middle school personnel. Middle School Journal, 33(5), 33–40.
10. Glesne, C., & Peshkin, A., (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.
11. Grossman, P. L., (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
12. Hammerness, K., Darling-Hammond, L., & Bransford, J., (2005). How teachers learn and develop. In L., Darling-Hammond & J., Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco: Jossey-Bass.
13. Jackson, A., & Davis, G. A., (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.
14. Lexmond, A. J., (2003). When puberty defines middle school students: Challenging secondary education majors’ perceptions of middle school students, schools, and teaching. In P. G., Andrews & V. A., Anfara, Jr. (Eds.), Leaders for a movement: Professional preparation and development of middle school teachers and administrators (pp. 27–52). Greenwich, CT: Information Age.
15. Mac Iver, D. J., & Epstein, J. L., (1993). Middle grades research: Not yet mature, but no longer a child. The Elementary School Journal, 93(5), 519–533.
16. McDiarmid, G. W., (1994). The arts and sciences as preparation for teaching. In K. R., Howey & N. L., Zimpher (Eds.), Informing faculty development for teacher education (pp. 99–137). Norwood, NJ: Ablex.
17. McEwin, C. K., Smith, T. W., & Dickinson, T. S., (2003). Middle school teacher preparation: Status, progress, and challenges. In P. G., Andrews & V. A., Anfara, Jr. (Eds.), Leaders for a movement: Professional preparation and development of middle school teachers and administrators (pp. 3–26). Greenwich, CT: Information Age.
18. Shulman, L. S., (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
19. Stake, R. E., (2000). Case studies. In N., Denzin & Y., Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435–454). Thousand Oaks, CA: Sage.
20. Wilson, S. M., (1991). Parades of facts, stories of the past: What do novice history teachers need to know? In M. M., Kennedy (Ed.), Teaching academic subjects to diverse learners (pp. 99–116). New York: Teachers College Press.
21. Wilson, S. M., & Sykes, G., (1989). Toward better teacher preparation and certification. In P., Gagnon (Ed.), Historical literacy: The case for history in American education (pp. 268–286). New York: Macmillan.
22. Wineburg, S. S., & Wilson, S. M., (1991). Subject-matter knowledge in the teaching of history. In J., Brophy (Ed.), Advances in research on teaching (Vol. 2, pp. 305–348). Greenwich, CT: JAI Press.
23. Wineburg, S. S., & Wilson, S. M., (2001a). Models of wisdom in the teaching of history. In S. S., Wineburg (Ed.), Historical thinking and other unnatural acts: Charting the future of teaching the past (pp. 155–172). Philadelphia: Temple University Press.
24. Wineburg, S. S., & Wilson, S. M., (2001b). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. In S. S., Wineburg (Ed.), Historical thinking and other unnatural acts: Charting the future of teaching the past (pp. 139–154). Philadelphia: Temple University Press.