Tezra Deaton

Technology in Education
Dr. Orr
5-29-19

Part A
 Part B

Teaching in Inclusive Secondary Settings: CIED 4023

Instructor: Donna Broyles

Part C
Step 1
1. Who is author?

Ardyth Watson

2. What is the name of the theses/dissertation?

How “global” are global history teachers? Secondary social studies teachers’
understandings of global awareness and global education.

3. What is the year of the theses/dissertation?

2015
4. What institution did the author go to? (Usually on title page)

Syracuse University

5. What was the purpose of the study? (You can retype it. It’s okay if it is word for word.)

The inclusion of global education and global awareness skills has been less prevalent in
the discipline. These limitations of incorporating perspectives in education have
proven to be detrimental to the global awareness of American Students.

6. What was the conclusion of the study? (Usually on last page. You can type it word for
word.)

If social studies education is to meet the goals set forth by the Common Core
Standards and Twenty-first Century Skills Initiative, and if teachers are to interact more
effectively with increasing numbers of students from other cultures, truly appreciating
the histories and potential of the students who sit before them, then these
interrogations are crucial.

7. Why would this particular study be important in your field? (We are assuming it is
important.)

Yes, this study would be very important in my field of study because I want to be able
to relate to and understand each of my students.

8. Pretend that you want to do a similar study to this one. What would you do different?
Why? (This must be a complete paragraph. Five – eight sentences. Extraneous material
will not be counted. Nor, will I could sentences such as “I would do a lot different.”
Your response must be very specific.

If I were to do this study I would have focused more on the student. If I am to

learn about different cultures that I have never been experienced, then who better
to teach me than a person who is part of that culture. It would give me the
opportunity to not only learn more about that culture but my student and what is
important to them. Once they shared their experiences and culture with me then I
would research on my own in more detail so that I may be able to hold
conversations with them and be able to ask educated questions.
 Step 3

1. Who is the professor that you have taken a class with? Or a professor that you are
currently taking a class with?

Dr. Justin Gage

2. What year did he/she write their dissertation?

2015

3. What is the name of the dissertation?

Intertribal Communication, Literacy, and the Spread of the Ghost Dance

4. What institution did the professor go to when he/she published their dissertation?

University of Arkansas

5. Skip to the end of the dissertation. What was the conclusion of the study? (You can type
this word for word.)

The story of reservation life and the ghost dance should be told as a story of
innovation and activity. This study has shown how Indians acquired literacy and
made it their own in the 1880s, aggressively seeking to connect with other groups.
Intertribal visitation allowed tribes without a previous relationship to forge new
bonds and enabled those with a history of conflict to make peace. Visitation and
correspondence brought the news of the ghost dance out of the Nevada agencies to
the Plains reservations. Indians communicated with a purpose – to make
political and religious change. And perhaps most importantly, connections among
tribes continued to increase in the years after the ghost dance.