rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Educating about social issues in the 20th and 21st centuries
    sub title: critical pedagogues and their pedagogical theories
  title info:
    title: Education about social issues in the twentieth and twenty-first centuries
  name:
    name part: Totten, Samuel
    role:
      role term: editor.
  name:
    name part: Pedersen, Jon E.
    role:
      role term: editor.
  type of resource: text
  genre: elektronické knihy
  genre: Biographies.
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2014
    copyright date: 2014
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xxi, 493 pages)
  abstract: Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-à-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues.In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated bibliographies accompanying the essays, authors include those works that are considered classics and foundational. They also include research- and practice-oriented articles. Due to space constraints, the annotated bibliographies generally offer a mere sampling of what is available on each approach, program, model, or concern.The book is composed of twenty two chapters and addresses an eclectic array of topics, including but not limited to the following: the history of teaching and learning about social issues; George S. Counts and social issues; propaganda analysis; Harold Rugg's textbook program; Hunt and Metcalf's Reflective Thinking and Social Understanding Model; Donald Oliver, James Shaver and Fred Newmann's Public Issues Model; Massialas and Cox' Inquiry Model; the Engle/Ochoa Decisionmaking Model; human rights education; Holocaust education; education for sustainability; economic education; global education; multicultural education; James Beane's middle level education integrated curri…
  table of contents: Introduction -- Chapter 1. The history of teaching and learning about social issues: An overview / Samuel Totten and Thomas Fallace -- Chapter 2. John dewey and teaching and learning about social issues / Samuel Totten and Jon E. Pedersen -- Chapter 3. George s. Counts and social issues / Gerald Gutek -- Chapter 4. Propaganda analysis: Its background and prospects / O. L. Davis, Jr. and Vanessa M. Sikes -- Chapter 5. Harold rugg and educating about social issues / Ronald W. Evans -- Chapter 6. The hunt and metcalf model of reflective study of social problems / William R. Fernekes -- Chapter 7. Oliver, shaver, and newmann's public issues model: Promoting productive civic discussions / Mary Beth Henning and Teresa Kruger -- Chapter 8. Massialas and cox: The reflective inquiry model / Barbara Slater Stern -- Chapter 9. The engle/ochoa decision-making model / Mark A. Previte and Samuel Totten -- Chapter 10. Human rights education / Felisa Tibbitts and Samuel Totten -- Chapter 11. Holocaust education / Samuel Totten -- Chapter 12. Sustainability education / Mindy Spearman -- Chapter 13. Teaching and learning economics in the schools / Jack Zevin -- Chapter 14. Global education and issues-centered education / William Gaudelli and Scott Wylie -- Chapter 15. Multicultural education / Valerie Ooka Pang, Yuji Shimogori, Rachel Stein, Francisco Garcia, Mariana Gomez, and Amanda Matas -- Chapter 16. James beane's integrative curriculum approach to engaging students in a study of social issues and community service / Jon E. Pedersen -- Chapter 17. Science, technology, society, and socioscientific issues: The evolution of a social issues approach to teaching science / Jon E. Pedersen and Troy D. Sadler -- Chapter 18. Addressing social issues in the English classroom / Samuel Totten -- Chapter 19. Genocide education / Samuel Totten -- Chapter 20. Interdisciplinary approaches to incorporating social issues into the curriculum / Lara Willox and Jeff Passe -- Chapter 21. Critical the…
  note: edited by Samuel Totten (University of Arkansas at Fayetteville) and Jon E. Pedersen (University of Nebraska-Lincoln).
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  subject:
    topic: Critical pedagogy
  subject:
    topic: Educators
    genre: Biography
  subject:
    topic: Education
    topic: Social aspects
  subject:
    topic: Education
    topic: Philosophy, Theory & Social Aspects
  subject:
    topic: Teaching staff
  subject:
    topic: Philosophy and theory of education
  classification: 370.11/5
  classification: 37.06
  related item:
    title info:
      title: Research in curriculum and instruction ; v.4
  identifier: 9781806615520
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 140307
    record change date: 20250607060119.2
    record identifier: em-9781806615520
    language of cataloging:
      language term: eng