WorldCat Identities

Schneider, Donald O.

Overview
Works: 10 works in 29 publications in 1 language and 985 library holdings
Genres: History 
Roles: Author, Editor
Publication Timeline
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Most widely held works by Donald O Schneider
Expectations of excellence : curriculum standards for social studies( Book )

3 editions published in 1994 in English and held by 421 WorldCat member libraries worldwide

Perspectives on Japan : a guide for teachers by John J., Ed Cogan( Book )

6 editions published in 1983 in English and held by 366 WorldCat member libraries worldwide

Ideas, resources and readings for Secondary teachers
Developing competency in teaching secondary social studies by William C Merwin( Book )

5 editions published in 1974 in English and held by 171 WorldCat member libraries worldwide

Education in colonial American colleges 1750-1770 and the occupations and political offices of their alumni by Donald O Schneider( )

7 editions published between 1965 and 1980 in English and held by 13 WorldCat member libraries worldwide

Industrial India : factories and workers by Donald O Schneider( Book )

1 edition published in 1980 in English and held by 4 WorldCat member libraries worldwide

Teaching About Asia in Elementary and Secondary Schools: Implicationsfor Teacher Education. Revised by Donald O Schneider( Book )

3 editions published in 1982 in English and held by 2 WorldCat member libraries worldwide

Asian studies at the elementary and secondary levels and the needs for teacher education are the focus of this paper. Trends of the last few decades that may have negatively affected the place of Asia in the school curriculum are first examined. Calls for multiethnic education, a back-to-basics movement, and economic and law-related education may be viewed as a challenge to the study of Asia. In contrast, the current global perspective/global education movement, which has received wide support from both within and outside the educational bureaucracy, is likely to have substantial implications for the place of Asian studies in schools and even colleges. The case made by proponents of global education is based on a set of propositions about the realities of life on this planet, on evidence regarding the development and nature of children's thinking and attitudes related to attaining a global perspective, and on evidence of inadequate school instruction and materials. Other perspectives for teaching about international phenomena are examined. The last third of the paper examines approaches to teaching about Asia and implications for teacher education. There is a need for Asian specialists to work with educators to maintain the current position of Asia in the curriculum and to improve the teaching about Asia. Although these efforts should extend K-college, the available evidence suggests priority should be directed toward the middle grades, with emphasis on teacher training and instructional materials development, for it is this period that seems to be crucial in children's learning about other cultures in relation to their own sense of national identity and world view. (Rm)
History, Social Sciences, and the Social Studies Presidential Address by Donald O Schneider( Book )

1 edition published in 1988 in English and held by 2 WorldCat member libraries worldwide

Reviewing several different conceptions of social studies education, this presidential address assesses the success of the field in providing appropriate education for future citizens. The place of social studies in the curriculum relative to the role of schools in our society is considered and the many and varied purposes for history as expressed by prominent historians are identified. Issues surrounding social studies content, instruction, and textbooks are addressed including directions in which the field is moving and the criteria to be considered when planning and organizing social studies curricula. The social studies have remained a federation of separate subjects. Recent advocacy to abandon the concept of social studies is but a current manifestation of this issue that has remained unsettled since social studies became a curriculum entity. It need not remain that way because out of the current ferment can come the realization that social studies, as an organizer of insights, propositions, content and methodologies from history, the social sciences, and other scholarly fields, is not only useful, but necessary for the school to fill its role in the civic education of youth. Synthesis and understanding of the principles of social studies are essential. Educators must establish the parameters and create the basis for a new social studies that preserves the best of past and current practices, but also addresses emerging realities and 21st century prospects and needs for the social education of citizens in our dynamic and globally-linked society. A 92-item bibliography is included. (GEA)
Exploring Professional, Ethical and Legal Dimensions of Social Studies Teachers' Rights and Responsibilities Implications for NCSS "Standards for Social Studies Teachers." by Donald O Schneider( Book )

1 edition published in 1977 in English and held by 2 WorldCat member libraries worldwide

A comprehensive statement of teacher rights and responsibilities must consider the nature of the teaching profession, ethical standards, and legal dimensions. Precision in defining these areas as they relate to social studies teachers is difficult due to disagreement about purposes and approaches to social studies, lack of practitioner support of the profession, and low regard for the field by students, administrators, and the public. These factors, combined with indications that teaching qualifies only as a semiprofession, contribute toward a particularly low status for the social studies teacher. Recent teacher militancy has generally sought and won gains in areas of salaries and working conditions rather than policy and status. Dilemmas related to ethical principles and behavior of teachers can be resolved if students, parents, and administrators share in the process of decision making. Although organizations such as the National Council for the Social Studies, the American Civil Liberties Union, and the American Association of University Professors are actively concerned with teacher rights and responsibilities, principles which evolve from professional organizations are not necessarily practiced in public school systems. Courts have recently begun to come to grips with the legal dimensions of teachers' ethical behavior. Court cases are identified which relate to freedom to teach, freedom of speech and association outside the classroom, standards for teacher assessment, and legal rights of students. (Author/DB)
Henry Johnson A Scholar-Educator in Historical Retrospect by Donald O Schneider( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

As a teacher of history in the early 20th century, Henry Johnson believed in the importance of making history meaningful to students. He hoped that it would teach critical inquiry skills which could be used throughout life. He also emphasized the developmental aspect of history to explain how the present grew out of the past. Johnson studied the views of his contemporaries in education and agreed with many of John Dewey's approaches. He disagreed, however, with those who advocated a type of functional history centered around interests of students and society. He felt that knowledge of history, gained through inquiry and interpretation, was more important than the study of social problems. In 1921, Johnson helped form the National Council for the Social Studies (NCSS). Since he was one of the founders of NCSS, it is not unreasonable to speculate on what his reactions would be to the current position about the purpose of social studies as stated in the NCSS Curriculum Guidelines. Johnson would have agreed with the emphasis on using a broad range of resources; he would have disagreed with the attention given to social problems and the lack of attention given to the study of history. (BY)
Patterns of Work Experience among High School Students Educational Implications by Charles Berryman( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

The work experience of high school students is investigated, including type of work, amount of time worked, reasons for jobs away from home, effect of work on school performance and activities, and reasons for not being employed. The sample consisted of 1,227 urban and rural secondary school students in 14 Georgia high schools, 35.9 percent of which were white males, 38.5 percent white females, 9.9 percent black males, and 14.4 percent black females. Over 86 percent reported work responsibilities at home requiring ten hours or less weekly; 34 percent reported that they held jobs outside the home, with the majority working 21 or fewer hours per week. Those with jobs worked to purchase luxury items, have spending money, operate a car, save for college, or to gain work experience. Black students appeared to have fewer opportunities for jobs; suburban students had the most opportunities. The most notable finding was the lack of relationship between academic achievement and work in and out of the home. A substantial number of non-job holders indicated that they did not know the procedures for finding a job. The positive effect of part-time work experience, job knowledge, and reading achievement on employment status provides support for encouraging limited work experience for high school students. (KC)
 
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Expectations of excellence : curriculum standards for social studies
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English (29)