Authentic pedagogy: examining intellectual challenge in social studies classrooms

Saye, John W.; Stoddard, Jeremy D.; Gerwin, David; Libresco, Andrea S.; Maddox, Lamont E.

doi:10.1080/00220272.2018.1473496

Cited by 18 publications

(6 citation statements)

References 35 publications

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“…Thus, history in a disciplinary form connects to Future 3, not Future 2, where 'knowledge depends on the knower' (Harris & Ormond, 2019). Some observation studies of history teaching have been conducted in Western countries during recent decades (Cuban, 2016;Goodlad, 1984;Husbands et al, 2003;Nokes, 2010;Saye et al, 2018). Most of these studies support the assumption that history teaching has followed the heritage approach.…”

Section: From the Heritage Approach To Historymentioning

confidence: 82%

“…Both teachers aimed to unpack the political use of historical knowledge, which we see as perhaps the most important feature of powerful knowledge in school history. However, when we or other researchers have taken a broader view of classrooms, history has often appeared to be reduced to heritage (Cuban, 2016;2003;Nokes, 2010;Saye et al, 2018). It is in the transformation process from discipline to classroom where the disciplinary approach seems to be lost.…”

Section: Discussionmentioning

confidence: 99%

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Envisaging the alternatives: from knowledge of the powerful to powerful knowledge in history classrooms

Puustinen

Khawaja

2020

Journal of Curriculum Studies

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Envisaging the alternatives: From knowledge of the powerful to powerful knowledge in history classroomsEnvisaging the alternatives: From knowledge of the powerful to powerful knowledge in history classrooms Michael Young's ideas of powerful knowledge have gained considerable attention in recent years. However, the pedagogical aspects of powerful knowledge are less developed than its knowledge theorization. In this case study, we explore pedagogical practices that could promote powerful knowledge in school history. In so doing, we analyze teaching sessions conducted by two teachers. The cases were selected from an observation study that focused on historical literacy in Finnish schools. Our results indicate that promoting powerful knowledge is possible in school history. We suggest that powerful knowledge could be supported by teacher-led pedagogy that involves the systematic use of historical texts, and that uses disciplinary concepts to reconceptualize everyday knowledge. We also propose that everyday knowledge in history may differ from the definition by Young and Muller (2014). Hence, teaching aims to unpack the (political) use of historical knowledge and narratives that represent the knowledge of the powerful.

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Section: From the Heritage Approach To Historymentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Envisaging the alternatives: from knowledge of the powerful to powerful knowledge in history classrooms

Puustinen

Khawaja

2020

Journal of Curriculum Studies

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“…During the discussion meeting, the Japanese researchers raised the fact that teacher talk was dominant in both lessons and asked whether the teacher was familiar with "listening pedagogy" (Sarkar Arani, 2016;Saye, Stoddard, Gerwin, Libresco, & Maddox, 2018;Wolvin, 2010) which involved "eavesdropping" on student conversations whereby they made their learning visible. However, the discussion meeting in Singapore with other Singaporean educators, it was suggested, during that a more specific guideline was needed for students when following the Singaporean model: I (teacher) do, we (all students) do together, and then you (individual student in seatwork) do!…”

Section: Discussionmentioning

confidence: 99%

From “chalk and talk” to “guide on the side”: A cross‐cultural analysis of pedagogy that drives customised teaching for personalised learning

Arani

Lander

Shibata

et al. 2019

Euro J of Education

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This study analyses the teaching scripts and structure of lesson practices of a Singaporean English teacher at two different levels of class through a comparative analysis. Specifically, it aims to clarify how his view of teaching as tacit knowledge determines the structure of the lessons. The emphasis here is on the examination of a Singaporean's teacher's view and his awareness of the students and their teaching materials at hand through the lens of Japan‐based educators and the implications for education policy.

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“…AIW extends students' learning by building new understandings and going beyond prior knowledge, valuing knowledge that extends beyond basic factual recall. It pushes students to support their new understandings through evidence (Newmann & Associates, 1996;Saye et al, 2018). These components have been correlated with the development of complex problem-solving and higher-order thinking skills (Saye et al, 2018).…”

Section: Elevatementioning

confidence: 99%

“…It pushes students to support their new understandings through evidence (Newmann & Associates, 1996;Saye et al, 2018). These components have been correlated with the development of complex problem-solving and higher-order thinking skills (Saye et al, 2018).…”

Section: Elevatementioning

confidence: 99%

Designing Online Learning for Children and Youth

Borup

Archambault

2022

Handbook of Open, Distance and Digital Education

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Students at the primary and secondary levels are increasingly enrolling in online courses either to supplement or completely replace their in-person courses. While there are benefits to learning online, they come at a cost, and students are less likely to pass their online courses compared to their in-person courses. In this chapter, we share two frameworks. We share the 4Es framework that highlights how online courses should be designed to enable, extend, engage, and elevate student learning. However, a well-designed course is not enough, and most students will require support from others to be successful. For this reason, we also share the Academic Communities of Engagement (ACE) framework that highlights the supports that can increase a student’s affective, behavioral, and cognitive engagement. The ACE framework identifies actors within the student’s personal community and course community who can provide students with the support that they require.

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Authentic pedagogy: examining intellectual challenge in social studies classrooms

Cited by 18 publications

References 35 publications

Envisaging the alternatives: from knowledge of the powerful to powerful knowledge in history classrooms

Envisaging the alternatives: from knowledge of the powerful to powerful knowledge in history classrooms

From “chalk and talk” to “guide on the side”: A cross‐cultural analysis of pedagogy that drives customised teaching for personalised learning

Designing Online Learning for Children and Youth

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