WorldCat Identities

Shaver, James P.

Works: 70 works in 131 publications in 1 language and 3,377 library holdings
Genres: Reference works 
Roles: Author, Editor, Other
Classifications: H62, 300.7073
Publication Timeline
Most widely held works about James P Shaver
Most widely held works by James P Shaver
Handbook of research on social studies teaching and learning by James P Shaver( Book )

14 editions published in 1991 in English and held by 798 WorldCat member libraries worldwide

Facing value decisions : rationale-building for teachers by James P Shaver( Book )

9 editions published between 1976 and 1982 in English and held by 657 WorldCat member libraries worldwide

Teaching public issues in the high school by Donald W Oliver( Book )

11 editions published between 1966 and 1974 in English and Undetermined and held by 559 WorldCat member libraries worldwide

Building rationales for citizenship education( Book )

4 editions published in 1977 in English and held by 388 WorldCat member libraries worldwide

Democracy, pluralism, and the social studies; readings and commentary; an approach to curriculum decisions in the social studies by James P Shaver( Book )

8 editions published in 1968 in English and Undetermined and held by 380 WorldCat member libraries worldwide

Handicapism and equal opportunity : teaching about the disabled in social studies by James P Shaver( Book )

3 editions published in 1981 in English and held by 162 WorldCat member libraries worldwide

The reference text is designed to help junior and senior high school teachers to integrate teaching about the handicapped into their social studies curriculum. An initial chapter distinguishes between handicaps and disabilities. Chapter 2 gives the major reasons for including handicapism in the social study curriculum: to understand the potential effects of handicapped people on the handicapped themselves and on the nonhandicapped, and to provide a basis for future citizen decision making. The next two chapters reveiw stereotypes and attitudes toward the handicapped and suggest simulation activities to encourage greater understanding of specific handicaps. Fifteen student projects are suggested, including making photo essays on the disabled and writing biographies of disabled persons in the community. Using community resource people is the subject of Chapter 6, while Chapter 7 focuses on obstacles to independent living in the community. Examples of relevant aspects of study in anthropology, economics, government and civics, psychology, history, and sociology are considered. Social issues regarding employment, education, health, public facilities, family, and housing are noted, as well as an approach for studying such issues. The final chapter presents an approach to evaluating student attitudes and knowledge regarding handicapped persons. (CL)
Values and schooling; perspectives for school people and parents by James P Shaver( Book )

2 editions published in 1972 in English and held by 94 WorldCat member libraries worldwide

The purpose of this lecture is to provide a perspective from which parents and school people can formulate reasoned opinions on what the school's role should be in regard to students' values. The author offers a definition of values and discusses three rough categories of values--esthetic, instrumental, and moral. The school is a creature of the society it serves--in our case, a democracy. Thus, the perspective from which we view questions about schooling and values should include a considered definition of a democratic society. It is important to recognize that teachers/administrators are agents of the society. The society is within its rights in refusing to employ those who would use the school for subversion. But, in light of the earlier discussion of values and pluralism, a decision as to what constitutes subversion may be difficult to make. As agents of the society, the teacher/administrator must be beholden to a conception of democracy that goes beyond responding to strident local interests and prejudices. The basic position--that the school's role is to assist students to develop a basis for their values that is as rational as possible is a basic theme for discussing values and schooling, though there are some variations depending on the types of values under consideration. The democratic commitment to human dignity, especially if students are considered humans, has much to say about what the school should be doing, and what parents should demand it does, about values. (Author/JLB)
The Modification of attitudes toward persons with handicaps : a comprehensive integrative review of research by James P Shaver( Book )

6 editions published in 1987 in English and held by 73 WorldCat member libraries worldwide

This final report analyzes results of a comprehensive, integrative review of 273 primary research studies on modifying attitudes toward disabled persons. Attitude modification approaches identified included providing information, direct contact with disabled persons, vicarious experiences related to having a disability, systematic desensitization, positive reinforcement, and combinations of these approaches. The primary analytic focus was on mean effect sizes: 644 effect sizes, obtained from 200 reports, constituted the main data set. Outcomes were not related to three basic indicators of study quality (general treatment validity, general internal validity, and adequacy of test validity). Methodological quality was not high, treatment effects were moderate and heterogeneous, and treatment techniques were heterogeneous in characteristics and outcomes. The studies differed on such characteristics as type of comparison, time of posttest, and type of dependent measure. Alternative and supplementary data explorations did not produce results markedly different from the analyses of individual effect sizes. Among the areas of needed improvement in research methodology are definition of the construct of "attitude toward persons with disabilities," selection of assessment techniques that yield reliable and valid scores, attention to treatment validity (including more careful reporting of procedures and design elements), and the development of programmatic, replication-oriented research. (Author/JW)
Decision-making in a democracy by James P Shaver( Book )

2 editions published in 1973 in English and held by 73 WorldCat member libraries worldwide

The analysis of public controversy; a study in citizenship education by Harvard University( Book )

3 editions published in 1962 in English and held by 43 WorldCat member libraries worldwide

This project reported on public conflict and political controversy as content elements in public school, social science programs. Part 1 discussed criteria for content selection in the social studies as general education and as an analysis of social values. Part 2 described a framework for analysis of public controversy in america. Part 3 dealt with implementation of contemporary political issues in public school social studies curriculum. Summaries and conclusions were presented for the justifications of the program and the analytic framework descriptions. A report was included on the development and evaluation of a trial program for teaching students about controversial issues. The information is presented in two volumes. Volume 2, which contained a continuation of part 3, was assigned accession number ed 003 365. (rs)
Progress and the environment: water and air pollution by James P Shaver( Book )

2 editions published in 1973 in English and held by 23 WorldCat member libraries worldwide

The analysis of public issues program : instructor's manual by James P Shaver( Book )

3 editions published in 1973 in English and held by 10 WorldCat member libraries worldwide

Police and black America by A. Guy Larkins( Book )

1 edition published in 1973 in English and held by 8 WorldCat member libraries worldwide

Teaching social studies to students with special needs( Book )

1 edition published in 1983 in English and held by 6 WorldCat member libraries worldwide

A study of teaching style : the investigation through systematic observation of the ability of experimental teachers to conform to two models of teaching by James P Shaver( )

2 editions published in 1961 in English and held by 5 WorldCat member libraries worldwide

Race riots in the sixties by A. Guy Larkins( Book )

1 edition published in 1973 in English and held by 4 WorldCat member libraries worldwide

Tutorial Students Two Years Later A Report on the Logan-Cache Tutorial Center for Underachieving Readers and Writers by James P Shaver( Book )

2 editions published between 1969 and 1970 in English and held by 4 WorldCat member libraries worldwide

To test the long-range effectiveness of its ESEA Title III-sponsored program, officials of the Logan-Cache County Tutorial Center tested students served by the program 1 and 2 years after participation. The students, originally identified as underachievers, had been tutored in one-to-one or one-to-three tutoring situations or had been part of a control group. At the end of 1 year, tutorial students had increased significantly in reading ability. Students in grades 4, 7, and 10 were studied for 2 years after they entered the program, using the Sequential Tests of Educational Progress reading and writing tests. The results of statistical analysis of the findings showed that while tutorial students were still significantly better than controls, the seventh and tenth graders retained more than did fourth graders and, as with original testing, no difference was noted between the two types of tutorial situations. It was concluded that tutoring was valuable in any of its forms and should be continued. Tables are included. (MS)
The Analysis of Public Issues Concepts, Materials, Research. Final Report by James P Shaver( Book )

2 editions published in 1969 in Undetermined and English and held by 3 WorldCat member libraries worldwide

Part I of this social studies report presents the results of curricular research, at Utah State University, to develop a set of "critical thinking" concepts appropriate for the analysis of political-ethical public issues, and to prepare materials and suggestions for teaching those concepts. The analytic concepts, presented in both outline and narrative form, are the nature of decisions about public issues, the need for order, the nature and importance of language, arguments over words, disagreements over facts, disagreement over values. Thirty-three "teaching bundles" detail suggestions for teaching these concepts. Part II of the report describes efforts to repeat and extend the research of the Harvard Project, which investigated the effects of two teaching styles (socratic and recitation) and the interactions of student personality with teaching style in affecting learning. (References, tables, and figures are included.) (MF)
What Can Research Contribute to Law-Related Education? by James P Shaver( Book )

2 editions published in 1980 in English and held by 3 WorldCat member libraries worldwide

Research in law-related education has not led to cumulative knowledge that is of much use to curriculum developers or classroom teachers. Among the reasons for this state of affairs are that researchers concentrate on nonessential topics, educational research does not generally meet criteria for scientific research, educational research is too often conducted in isolation from prior research and theory. Also, researchers often lack sensitivity to the realities of the classroom due, at least in part, to their failure to involve teachers in planning, conducting, and interpreting research. Ways in which research in law-related education can overcome these problems include that researchers should show more respect for empirical research and previous research findings, that educators should become more realistic with regard to their expectations for educational research, and that researchers pay more attention to developing explanatory concepts and to integrating and interpreting research literature. Major activities in law-related education in the 1980's will more than likely center on developing, implementing, and institutionalizing educational programs in schools and other institutions. (Db)
Epistemology and the Education of Social Science Teachers by James P Shaver( Book )

1 edition published in 1992 in English and held by 3 WorldCat member libraries worldwide

Epistemology traditionally has been defined as the division of philosophy that investigates the nature and origin of knowledge. More specifically, epistemology usually is said to be concerned with either the development of common bodies of knowledge or the establishment of personal knowledge. In recent years, epistemology also has come to be used to encompass how people learn coupled with the term "constructivism," it signifys learning as an active process that occurs as each person constructs his or her own portrayal of reality. This paper is concerned with the implications epistemology has for the education of social science teachers. There is a general lack of thought among educators about how what teachers bring to their teaching--for example, their frames of reference, including their beliefs about subject matter and how children learn--affects the purpose behind their teaching. Epistemology as knowledge-building and epistemology as learning are both relevant to the education of social science teachers. Research on the elements of epistemology is examined and ways in which the principles described are important to the knowledge base for social science teachers are illustrated. It is important to help social science teachers to be thoughtful about the epistemological elements in the frames of reference they bring to their teacher education programs, about the varying epistemological orientations within and across the social sciences, and about their assumptions as to how students best learn. (Contains 56 references.) (DB)
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Handbook of research on social studies teaching and learning
English (77)