Journal of Social Studies Research最新文献_第10页

Global citizenship education through global children's literature: An analysis of the NCSS Notable Trade Books 全球儿童文学中的全球公民教育:NCSS著名贸易图书分析

Journal of Social Studies Research Pub Date : 2020-06-03 DOI: 10.1016/j.jssr.2020.05.001

E. Kenyon, Andrea Christoff

引用次数: 7

书评:深入挖掘:丰富和扩展K-12社会研究教学的活动

Journal of Social Studies Research Pub Date : 2020-04-01 DOI: 10.1016/j.jssr.2019.12.002

Mary C.H. Dougherty

引用次数: 0

书评:小丑

Journal of Social Studies Research Pub Date : 2020-04-01 DOI: 10.1016/j.jssr.2019.12.001

Bretton A. Varga , Cathryn van Kessel

引用次数: 0

“Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices “在历史遗址、档案馆、图书馆或博物馆的职前教学实习对在职教学实践的影响。

Journal of Social Studies Research Pub Date : 2020-04-01 DOI: 10.1016/j.jssr.2020.01.003

Nicholas E. Coddington

{"title":"“Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices","authors":"Nicholas E. Coddington","doi":"10.1016/j.jssr.2020.01.003","DOIUrl":"10.1016/j.jssr.2020.01.003","url":null,"abstract":"<div><p><span>Over the last 30 years, colleges of education across the nation have examined and deliberated how best to educate pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Utilizing an ex post facto </span>qualitative research methodology with a questionnaire, interviews, and analysis of lesson plans, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.01.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85730673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Fourth graders’ (Re-)Reading, (historical) thinking, and (revised) writing about the black freedom movement 四年级学生关于黑人自由运动的(重读)阅读、(历史)思考和(修订)写作

Journal of Social Studies Research Pub Date : 2020-04-01 DOI: 10.1016/j.jssr.2020.01.001

John H. Bickford , Jeremiah Clabough , Tim Taylor

{"title":"Fourth graders’ (Re-)Reading, (historical) thinking, and (revised) writing about the black freedom movement","authors":"John H. Bickford , Jeremiah Clabough , Tim Taylor","doi":"10.1016/j.jssr.2020.01.001","DOIUrl":"10.1016/j.jssr.2020.01.001","url":null,"abstract":"<div><p>Elementary teachers can integrate social studies into their curriculum through thematic or interdisciplinary units. This study explores fourth-grade students’ responses to a month-long, structured inquiry. For two weeks, fourth-graders engaged in multiple readings of five secondary and fourteen primary sources using closed- and open-ended analysis questions and extemporaneous, text-based writing. For another two weeks, the writing process guided students through concept mapping, skeleton outlining, peer- and teacher-review, and revision. Three researchers examined students’ writings for criticality, complexity, and clarity. Findings yielded positive, statistically significant correlations between secondary source usage and historical significance, secondary source usage and continuity-and-change, and primary source usage and contextualization. Positive, weak correlations appear between primary source usage and sourcing. No relationship appears between corroboration and other variables. Meaning is extrapolated for classroom practice and applied to seminal studies. Limitations include a small sample of largely homogeneous, inexperienced students.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.01.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72760473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Getting HIP: A study on the implementation of asynchronous discussion boards as a high-impact practice in online undergraduate survey history courses get HIP:异步讨论板在本科生在线调查历史课程中的高影响力实践研究

Journal of Social Studies Research Pub Date : 2020-04-01 DOI: 10.1016/j.jssr.2020.02.001

Katherine Perrotta

{"title":"Getting HIP: A study on the implementation of asynchronous discussion boards as a high-impact practice in online undergraduate survey history courses","authors":"Katherine Perrotta","doi":"10.1016/j.jssr.2020.02.001","DOIUrl":"10.1016/j.jssr.2020.02.001","url":null,"abstract":"<div><p><span>Asynchronous discussion boards are a common pedagogical tool used by history faculty to promote engaged learning, content comprehension, and historical thinking, writing, and research skills in online courses. Although many higher education institutions are increasing their online history course offerings, there is a gap in the literature about the effectiveness of online teaching on student learning. As initiatives aimed at promoting HIPs at colleges and universities continue to grow, there is a need to examine whether the implementation of the asynchronous discussion board can be considered a HIP, especially when promoting writing intensity and undergraduate research in online history courses. Therefore, the purpose of this study is to examine whether the facilitation of asynchronous discussion boards serves as a HIP. The researcher conducted this study with a total of 167 undergraduate students enrolled in three sections of an online survey United States history course where she taught at a large four-year university in a </span>metropolitan region of the Southeast.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.02.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82802208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

A global perspective? Framing analysis of U.S. textbooks’ discussion of Nigeria 全球视角?美国教科书对尼日利亚讨论的框架分析

Journal of Social Studies Research Pub Date : 2020-04-01 DOI: 10.1016/j.jssr.2020.01.002

Oluseyi Matthew Odebiyi, Cynthia S. Sunal

{"title":"A global perspective? Framing analysis of U.S. textbooks’ discussion of Nigeria","authors":"Oluseyi Matthew Odebiyi, Cynthia S. Sunal","doi":"10.1016/j.jssr.2020.01.002","DOIUrl":"10.1016/j.jssr.2020.01.002","url":null,"abstract":"<div><p>Students are expected to develop the intellectual capacity needed to accurately portray other world societies. Few research studies in social studies<span> education, however, draw on a systematic textbook analysis to investigate global perspectives on non-Western societies such as those found in African nations. Situated in framing theory, this study employs a qualitative content analysis approach to examine textual and visual curricular representations of non-Western societies framed in the content of four U.S. world history/cultures and geography textbooks by considering specifically how Nigeria, a very large, relatively wealthy and complex African nation, is represented. The results provide insights into curricular perspectives in U.S. classrooms about non-Western societies, particularly regarding national narratives<span>. Deficit perspectives are the dominant frame so students are primed to construct social reality from the partial textual and visual information to which they are exposed in their classrooms. The findings indicate a lack of research by both textbook authors and publishers into the contents of the texts, which has the potential to negatively affect students’ construction of narratives and civic competence. This study contextualizes its results in visual literacy, cross-cultural behaviors, global perspectives, and attributes of global citizenship.</span></span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.01.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86419121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

“I think the comfort women are us”: National identity and affective historical empathy in students’ understanding of “comfort women” in South Korea “我认为慰安妇就是我们”:韩国学生对“慰安妇”理解中的国家认同与情感历史共情

Journal of Social Studies Research Pub Date : 2020-01-01 DOI: 10.1016/j.jssr.2019.09.005

Hana Jun

{"title":"“I think the comfort women are us”: National identity and affective historical empathy in students’ understanding of “comfort women” in South Korea","authors":"Hana Jun","doi":"10.1016/j.jssr.2019.09.005","DOIUrl":"10.1016/j.jssr.2019.09.005","url":null,"abstract":"<div><p>This study investigates how students' national identity affects their historical understanding by mediating their use of affective historical empathy. The research focuses on the case of “comfort women” (women forced into sexual slavery for Japanese soldiers during WWII) in South Korea—a topic in which a strong nationalist narrative dominates social and educational discourses. I conducted semi-structured, task-based group interviews with 16 high school students in South Korea. In interviews, students' national identity mediated how they utilized four types of affective historical empathy: Students as ethnic Koreans cared more <em>about</em> “our” Korean comfort women over others; cared <em>that</em> Korean comfort women and others suffered from what “we” and “they” did as nations; cared <em>for</em> those women's voices from a humanitarian perspective beyond their ethnic and national boundaries; and cared <em>to</em> make social changes for those women and themselves as future citizens of their democratic nation. These findings help us understand how students' emotional attachment to “our” nation and its members can mediate their historical understanding through affective historical empathy as well as how affective historical empathy can motivate students to move beyond purely nationalistic concerns. This case study also stimulates reflection on historical empathy's implications for students' democratic civic participation.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2019.09.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80521089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers׳ lesson planning 职前实习经验与探究型教学法:来自学生教师的教学变化证据

Journal of Social Studies Research Pub Date : 2020-01-01 DOI: 10.1016/j.jssr.2019.02.001

Michael P. Marino , Margaret S. Crocco

引用次数: 7

Developing civic competence through action civics: A longitudinal look at the data 通过行动公民发展公民能力:数据的纵向观察

Journal of Social Studies Research Pub Date : 2020-01-01 DOI: 10.1016/j.jssr.2019.03.002

Karon LeCompte , Brooke Blevins , Tiffani Riggers-Piehl

引用次数: 22