181
Views
9
CrossRef citations to date
0
Altmetric
Original Article

Using Concepts to Frame History Content

, &
Pages 329-350 | Published online: 07 Aug 2010

References

  • Alexander, P. A., Schallert, D., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315-343.
  • Beyer, B. K. (1984). Improving thinking skills—defining the problem. Phi Delta Kappan, 65, 486-490.
  • Cameron, M. G. (2000). Students must learn and understand certain concepts in world history and geography in order to succeed in a new era of global trade. Paper presented at the World History Organization & National Council for Geographic Education's World 2000 Conference. 2-5 August, Chicago, IL. Retrieved March 18, 2002, from http://www.dla.utexas.edu/world2000/cameron.html
  • Caros, J. (1996). Curriculum-based analysis of students' vocabulary acquisition within an experimental eighth-grade history text. Unpublished manuscript, University of Oregon, Eugene.
  • Chi, M. T. H., & Koeske, R. D. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39.
  • de Jong, T., & Ferguson-Hessler, M. G. M. (1986). Cognitive structure of good and poor novice problem solvers in physics. Journal of Educational Psychology, 78, 279-288.
  • Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of setting. Review of Educational Research, 60, 517-529.
  • Hollenbeck, K., & Tindal, G. (1996). Teaching law concepts within mainstreamed middle school social studies settings. Diagnostique, 21, 37-58.
  • Ketterlin-Geller, L., Twyman, T., McCoy, J. D., & Tindal, G. (in press). Using a concept maze to assess student understanding of secondary content. Assessment for Effective Intervention.
  • Klausmeier, H. J. (1992). Concept learning and concept teaching. Educational Psychologist, 27, 267-286.
  • Leinhardt, G. (1992). What research on learning tells us about teaching. Educational Leadership, 49(7), 20-25.
  • Leinhardt, G., Stainton, C., & Virji, S. (1994). A sense of history. Educational Psychologist, 29, 79-88.
  • Martorella, P. H. (1972). Concept learning: Designs for instruction. San Francisco: Intext Educational Publishers.
  • McCleery, J. A., & Tindal, G. (1999). Teaching the scientific method to at-risk students and students with learning disabilities through concept anchoring and explicit instruction. Remedial and Special Education, 20, 7-18.
  • McKeown, M. G., & Beck, I. L. (1994). Making sense of accounts of history: Why young students don't and how they might. In G. Leinhardt, I. L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 1-26). Hillsdale, NJ: Erlbaum.
  • National Center for Education Statistics. (2002). U.S. history achievement-level results, grade 12. Retrieved March 18, 2004, from http://nces.ed.gov/nationsreportcard/ushistory/results/natachieveg12.asp
  • National Center for History in the Schools. (1999). National standards for history. Retrieved March 20, 2002, from http://www.iac.net/~pfilio/stand.txt
  • National Council for the Social Studies. (2000). Standards and position statements. Retrieved March 15, 2002, from http://www.socialstudies.org/standards/positions
  • National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment. J. Pelligrino, N. Chudowsky, & R. Glaser (Eds.). Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
  • Newmann, F. M. (1990). Higher order thinking in teaching social studies: A rationale for the assessment of classroom thoughtfulness. Journal of Curriculum Studies, 22, 41-56.
  • Nolet, V., & Tindal, G. (1994). Instruction and learning in middle school science classes: Implications for students with disabilities. The Journal of Special Education, 28, 166-187.
  • Oregon Department of Education. (2003). Oregon standards. Retrieved June 23, 2004, from http://www.ode.state.or.us/cifs/newspaper/newspaper-2003-04.pdf
  • Pearson, P. D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children's comprehension of explicit and implicit information. Journal of Reading Behavior, 2, 201-209.
  • Ravitch, D. (1989). The plight of history in American schools. In P. Gagnon & The Bradley Commission on History in Schools (Eds.), Historical literacy (pp. 51-68). Boston: Houghton Mifflin.
  • Rumelhart, D. E., & Norman, D. A. (1980). Analogical processes in learning (Tech. Rep., April 1979-August 1980). La Jolla: University of California, San Diego.
  • Schug, M. C., & Western, R. D. (1997). Why do social studies teachers use textbooks? Social Education, 61(2), 97-102.
  • Spilich, G. J., Vesonder, G. T., Chiesi, H. L., & Voss, J. F. (1979). Text processing of domain-related information for individuals with high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 275-290.
  • Tennyson, R. D., & Park, O. (1980). The teaching of concepts: A review of instructional design research literature. Review of Educational Research, 50(1), 55-70.
  • Tindal, G., & Nolet, V. (1996a). Curriculum-based measurement in middle and high schools: Critical thinking skills in content areas. Focus on Exceptional Children, 7(27), 1-22.
  • Tindal, G., & Nolet, V. (1996b). Serving students in middle school content classes: A heuristic study of critical variables linking instruction and assessment. The Journal of Special Education, 29, 414-432.
  • Tindal, G., Nolet, V., & Blake, G. (1992). Focus on teaching and learning in content classes (Training Module No. 3). Eugene: University of Oregon, Research, Consultation, & Teaching Program.
  • Twyman, T. (2003). Effects of a conceptually framed, problem/solution/effect graphic organizer on content comprehension and problem solving skills for seventh grade social studies students. Unpublished doctoral dissertation, University of Oregon.
  • Twyman, T., McCleery, J. A., & Tindal, G. (2005). Exploring a concept-based instructional approach to increase geography achievement for at-risk students and students with disabilities. Unpublished manuscript, University of Oregon.
  • Twyman, T., McCoy, J. D., Ketterlin-Geller, L. R., & Tindal, G. (2003). Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study. Bilingual Research Journal, 27, 333-348.
  • Twyman, T., & Tindal, G. (2005). Using a computer adapted, conceptually based history text to increase comprehension and problem-solving skills for students with disabilities. Unpublished manuscript. Eugene, OR.
  • Voss, J. F. (1987). Learning and transfer in subject-matter learning: A problem-solving model. International Journal of Educational Research, 11, 607-622.
  • Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.
  • Woodward, J. (1994). The role of models in secondary science instruction. Remedial and Special Education, 15, 94-104.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.