Motivational Strategies and Beliefs of U.S. History Teachers at the Middle-School Level

Reports on a study of instructional strategies and beliefs among 18 middle-school U.S. history teachers and 60 middle-school students. Finds the most widely used strategies involve active learning, group projects, and student participation. Includes a table of the 10 most used strategies and 4 recom...

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Bibliographic Details
Published inSocial science record Vol. 31; no. 2; p. 44
Main Author Hootstein, Edward W
Format Journal Article
LanguageEnglish
Published 1994
Subjects
Active Learning
Assignments
Classroom Techniques
Curriculum Design
History Instruction
Intermediate Grades
Junior High Schools
Learning Motivation
Learning Strategies
Middle Schools
Social Studies
Student Attitudes
Student Motivation
Student Participation
Teacher Attitudes
Teacher Student Relationship
Teaching Methods
United States History
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Summary:Reports on a study of instructional strategies and beliefs among 18 middle-school U.S. history teachers and 60 middle-school students. Finds the most widely used strategies involve active learning, group projects, and student participation. Includes a table of the 10 most used strategies and 4 recommendations for instructional design. (CFR)
ISSN:0037-7872