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Hootstein, Edward W.

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Motivational Strategies and Beliefs of U.S. History Teachers at the Middle-School Level.

Peer reviewed

Hootstein, Edward W. – Social Science Record, 1994

Reports on a study of instructional strategies and beliefs among 18 middle-school U.S. history teachers and 60 middle-school students. Finds the most widely used strategies involve active learning, group projects, and student participation. Includes a table of the 10 most used strategies and 4 recommendations for instructional design. (CFR)

Descriptors: Active Learning, Assignments, Classroom Techniques, Curriculum Design