Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and follow

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Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and follow.
Using student- and teacher-level knowledge from the u. s. National Assessment of academic Progress (NAEP), we tend to tried to disentangle the link among student demographics, teacher characteristics, and performance on the fourth grade assessment of U.S. history. Our findings recommend that teacher subject material background, reported time spent on history/social studies and tutorial decision-making were completely related to learning outcomes. The implications of our study embody bigger stress on subject material information in history teacher education, accumulated prioritization of history in elementary school rooms, and also the incorporation of knowledge base resources and in-class discussion as potential high-leverage practices for early grade history lecturers

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