Mary Black - Academia.edu (original) (raw)
Related Authors
CSIC (Consejo Superior de Investigaciones Científicas-Spanish National Research Council)
Romanian Academy. Institute of Archaeology and History of Art of Cluj-Napoca
Uploads
Papers by Mary Black
Nursing and Health Care Perspectives, 2001
Journal of Curriculum and Supervision, 1998
Social Education, Oct 1, 2000
This paper examines the standards and principles recently proposed for teaching both history and ... more This paper examines the standards and principles recently proposed for teaching both history and archeology. By comparing the goals each discipline has set for good teaching, areas of difference and commonality can be discerned and questions concerning historical thinking and what may be called "archeological" thinking can then be formulated, thus leading to greater understanding not only of subject disciplines, but also of the cognitive functions students must practice to solve problems about the relationship of past and present. Curriculum standards for history and principles for curriculum reform for archeology recently have been promulgated to give greater focus to teaching in these disciplines; both sets of guidelines recommend training in basic research skills (analysis, evaluation, presentation of data), and neither set implies any discrete topics that must be taught. The curriculum standards for history in K-12 as proposed by the National Center for History in the Schools (1996) are focused on important skills for finding meaning in historical materials. These standards are presented as "historical thinking"; that is, the ability to put past events into context and engage in inquiry with the evidence. Guiding principles for the archeology curriculum at the undergraduate level recently have been proposed by the Society for American Archeology. However, no guidelines have been provided for teaching about archeology in K-12 schools. (Contains 2 tables [the guidelines] and 13 references.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document.
Journal of Latinos and Education, 2002
... Third, we provide discourse on how the myth can be debunked. This is done by providing strong... more ... Third, we provide discourse on how the myth can be debunked. This is done by providing strong evidence that Mexican Americans do indeed value education. ... 1. Shed some light on the fundamental basis of the myth that Mexican Ameri-cans do not value education. ...
Social Studies and the Young Learner
... EJ612130 - Using Archaeology To Explore Cultures of North America through Time. ... Click on ... more ... EJ612130 - Using Archaeology To Explore Cultures of North America through Time. ... Click on any of the links below to perform a new search. ERIC #: EJ612130. Title: Using Archaeology To Explore Cultures of North America through Time. Authors: Black, Mary S. ...
The Educational Forum, 2002
Critical Readings on Latinos and Education, 2019
Interchange, 1997
This paper discusses the influence of agrarian cultural values on schools for children of Mexican... more This paper discusses the influence of agrarian cultural values on schools for children of Mexican heritage in Texas from 1910-1930. Both White landowners and Mexican laborers displayed values connected to the farming lifestyle in regards to children and education during this period. These shared agrarian values were bolstered by White racist behavior to keep education for Mexican children at a minimum. The weak educational system these values created has fostered continued low academic achievement for Mexican Americans during the past 80 years. Beliefs held by both Whites and Mexicans about children's work in the fields and the necessity of education are discussed. Other characteristics of both Whites and Mexicans in Texas are described. School facilities, teachers, curriculum, funding, compulsory attendance, and the typical attendance and achievement for children of Mexican heritage are explained. The challenge to the old system by Mexican Americans is also noted. The purpose of the rudimentary schools created in Texas and the implications for today concludes the discussion.
Nursing and Health Care Perspectives, 2001
Journal of Curriculum and Supervision, 1998
Social Education, Oct 1, 2000
This paper examines the standards and principles recently proposed for teaching both history and ... more This paper examines the standards and principles recently proposed for teaching both history and archeology. By comparing the goals each discipline has set for good teaching, areas of difference and commonality can be discerned and questions concerning historical thinking and what may be called "archeological" thinking can then be formulated, thus leading to greater understanding not only of subject disciplines, but also of the cognitive functions students must practice to solve problems about the relationship of past and present. Curriculum standards for history and principles for curriculum reform for archeology recently have been promulgated to give greater focus to teaching in these disciplines; both sets of guidelines recommend training in basic research skills (analysis, evaluation, presentation of data), and neither set implies any discrete topics that must be taught. The curriculum standards for history in K-12 as proposed by the National Center for History in the Schools (1996) are focused on important skills for finding meaning in historical materials. These standards are presented as "historical thinking"; that is, the ability to put past events into context and engage in inquiry with the evidence. Guiding principles for the archeology curriculum at the undergraduate level recently have been proposed by the Society for American Archeology. However, no guidelines have been provided for teaching about archeology in K-12 schools. (Contains 2 tables [the guidelines] and 13 references.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document.
Journal of Latinos and Education, 2002
... Third, we provide discourse on how the myth can be debunked. This is done by providing strong... more ... Third, we provide discourse on how the myth can be debunked. This is done by providing strong evidence that Mexican Americans do indeed value education. ... 1. Shed some light on the fundamental basis of the myth that Mexican Ameri-cans do not value education. ...
Social Studies and the Young Learner
... EJ612130 - Using Archaeology To Explore Cultures of North America through Time. ... Click on ... more ... EJ612130 - Using Archaeology To Explore Cultures of North America through Time. ... Click on any of the links below to perform a new search. ERIC #: EJ612130. Title: Using Archaeology To Explore Cultures of North America through Time. Authors: Black, Mary S. ...
The Educational Forum, 2002
Critical Readings on Latinos and Education, 2019
Interchange, 1997
This paper discusses the influence of agrarian cultural values on schools for children of Mexican... more This paper discusses the influence of agrarian cultural values on schools for children of Mexican heritage in Texas from 1910-1930. Both White landowners and Mexican laborers displayed values connected to the farming lifestyle in regards to children and education during this period. These shared agrarian values were bolstered by White racist behavior to keep education for Mexican children at a minimum. The weak educational system these values created has fostered continued low academic achievement for Mexican Americans during the past 80 years. Beliefs held by both Whites and Mexicans about children's work in the fields and the necessity of education are discussed. Other characteristics of both Whites and Mexicans in Texas are described. School facilities, teachers, curriculum, funding, compulsory attendance, and the typical attendance and achievement for children of Mexican heritage are explained. The challenge to the old system by Mexican Americans is also noted. The purpose of the rudimentary schools created in Texas and the implications for today concludes the discussion.