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dc.contributor.advisorValadez, Corinne
dc.contributor.authorCarbajal, Mark
dc.date.accessioned2019-07-23T21:03:55Z
dc.date.available2019-07-23T21:03:55Z
dc.date.issued2019-05
dc.identifier.urihttps://hdl.handle.net/1969.6/87244
dc.description.abstractPrevious research has focused on various methods, strategies and concepts that impact the teaching of history in classrooms (Brush & Saye, 2002; Hicks, Doolittle & Ewing, 2004; Levstik & Barton, 2011; Shepherd, 2010). However, research that examines the practice of using the reenactment process in regard to teachers’ beliefs and perceptions is missing in today’s literature. The theoretical foundations of this study were grounded in the social constructivism of Vygotsky (1978), Bower & Lobdell (1998) along with the substantive framework of Collingwood’s (1946) reenactment process. The purpose of this study was to investigate the ways in which Texas history teachers used the reenactment method in their classrooms. The investigation took place at a Texas coastal school district where the participants were Texas history teachers at the local junior high. This multi-case study was informed by an interpretivist framework and emphasized the substantive framework of Collingwood’s historical reenactment thinking strategy. Finally, a cross-case analysis was used to perform a thematic analysis around the three individual cases. The findings indicate that all of the participants shared different experiences while integrating the reenactment process into their classrooms. These different experiences were unique and indicative of each of the participant’s case write-ups. They were further supported in the thematic patterns that emerged by way of cross-case analysis: (a) There’s More Than One Path to Historical Literacy: But They’re not always paved in Gold, (b) Levels of Engagement: At What Cost? and (c) Can we all Get Along? Searching for a Happy Medium. The findings also showed that each of the participants experiences with the reenactment process provided a good foundation for the delivery of a critical thinking strategy in the classroom. The research in this study revealed various implications for secondary social studies classes and their use of the reenactment method. There is potentially here, a significant opportunity to improve the acquisition and understanding of historical events at all secondary levels of social studies classes. There is, in my opinion enough qualitative evidence to recommend additional studies behind the reenactment method.en_US
dc.format.extent145 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectcurriculumen_US
dc.subjecthistoryen_US
dc.subjectre-enactment methoden_US
dc.subjectR.G. Collingwooden_US
dc.subjectsocial constructivismen_US
dc.subjectsocial studiesen_US
dc.titleActs of the imagination: an inquiry in using Collingwood's Historical Methodology in Texas History classesen_US
dc.typeTexten_US
thesis.degree.disciplineCurriculum & Instructionen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
dc.contributor.committeeMemberBruun, Faye
dc.contributor.committeeMemberSmith, Nancy
dc.contributor.committeeMemberJorgensen, Daniel
dcterms.typeText
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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