dc.contributor.advisor | Brugar, Kristy | |
dc.contributor.author | Mehrabian, Kamiar | |
dc.date.accessioned | 2018-05-10T20:49:54Z | |
dc.date.available | 2018-05-10T20:49:54Z | |
dc.date.issued | 2018-05 | |
dc.identifier.uri | https://hdl.handle.net/11244/299858 | |
dc.description.abstract | The study uncovers a narrative lack of diversity within social studies classrooms, particularly U.S. History. When a more multicultural narrative appeared within the study of these students' curriculum, they were far more intrigued than if they were approached with a lack of diversity-- spanning from the U.S. History curriculum itself, as well as pedagogical practices. | en_US |
dc.language | en_US | en_US |
dc.subject | Social Studies | en_US |
dc.subject | Diversity | en_US |
dc.subject | Multicultural | en_US |
dc.subject | U.S. History | en_US |
dc.title | High School Students and their Experiences from U.S. History Classrooms | en_US |
dc.contributor.committeeMember | Houser, Neil | |
dc.contributor.committeeMember | Hill, Crag | |
dc.date.manuscript | 2018-05 | |
dc.thesis.degree | Master of Education | en_US |
ou.group | Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum | en_US |