Journal of Social Studies Research最新文献_第6页

“Part of being a citizen is to engage and disagree”: Operationalizing culturally and linguistically relevant citizenship education with late arrival emergent bilingual youth “作为公民的一部分是参与和不同意”:在晚到的新兴双语青少年中实施文化和语言相关的公民教育

Journal of Social Studies Research Pub Date : 2022-01-01 DOI: 10.1016/j.jssr.2021.11.003

Ashley Taylor Jaffee

{"title":"“Part of being a citizen is to engage and disagree”: Operationalizing culturally and linguistically relevant citizenship education with late arrival emergent bilingual youth","authors":"Ashley Taylor Jaffee","doi":"10.1016/j.jssr.2021.11.003","DOIUrl":"10.1016/j.jssr.2021.11.003","url":null,"abstract":"<div><p>During a divisive political time, it is critical that social studies<span> teachers, teacher educators, and scholars commit to justice<span><span>, equity, inclusivity, and diversity when teaching, engaging, and learning with emerged bilingual (EB) students. This study examines how late arrival EB students and their teachers conceptualize social studies, citizenship, and </span>civic education through a framework of culturally and linguistically relevant citizenship education (CLRCE). The findings in this study extend the original CLRCE framework by drawing from multiple sites of pedagogical ideas and action to support late arrival EB students inside and outside of the social studies classroom. This study offers examples for how to implement CLRCE in communities experiencing similar demographic shifts as well as in schools who are interested in centering the cultural, linguistic, and civic experiences of their students. Specifically, this study reveals pedagogical examples and sites of critical citizenship that center EB students’ ideas, experiences, assets, and actions in civic society and in the social studies classroom, offering ways to rethink and reimagine civics education.</span></span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89805527","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: 1

Evaluating and developing teacher instructional practices in economics using a new video-based test 利用新的视频测试评估和发展经济学教师的教学实践

Journal of Social Studies Research Pub Date : 2021-11-01 DOI: 10.1016/j.jssr.2021.09.006

S. Day, Christiane Kuhn, Hannes Saas

引用次数: 1

“We just followed the lead of the sources”: An investigation of how teacher candidates developed critical curriculum through subject matter knowledge “我们只是跟随资源的领导”:一项关于教师候选人如何通过学科知识开发关键课程的调查

Journal of Social Studies Research Pub Date : 2021-10-01 DOI: 10.1016/j.jssr.2020.12.001

Lauren Colley , Rebecca Mueller , Emma Thacker

引用次数: 2

Inquiry into the educational implications of voting practices of young adults in U.S. mid-term elections 美国中期选举中年轻人投票行为的教育意义研究

Journal of Social Studies Research Pub Date : 2021-10-01 DOI: 10.1016/j.jssr.2021.05.003

Matthew Knoester , Wangari P. Gichiru

引用次数: 3

Teaching disciplinary literacy through historical inquiry: Training teachers in disciplinary literacy and historical inquiry instructional practices 通过历史探究教授学科素养:培养教师的学科素养和历史探究教学实践

Journal of Social Studies Research Pub Date : 2021-10-01 DOI: 10.1016/j.jssr.2021.03.001

Serina A. Cinnamon, Mabel O. Rivera, Heather Kimberly Dial Sellers

{"title":"Teaching disciplinary literacy through historical inquiry: Training teachers in disciplinary literacy and historical inquiry instructional practices","authors":"Serina A. Cinnamon, Mabel O. Rivera, Heather Kimberly Dial Sellers","doi":"10.1016/j.jssr.2021.03.001","DOIUrl":"10.1016/j.jssr.2021.03.001","url":null,"abstract":"<div><p><span><span>This study reports on the findings of a qualitative research case study designed to evaluate the effectiveness of a </span>professional development<span> program on teaching disciplinary literacy through historical inquiry. Thirteen secondary </span></span>social studies and English teachers participated throughout one academic school year. Participants were evaluated for their implementation of historical inquiries using primary sources and engaging students in disciplinary literacy practices using observations of classroom instruction and self-reporting surveys. The results indicated a positive relationship between teacher participation in the professional development and improvement in inquiry-based instructional approaches, incorporation of disciplinary literacy practices, and increases in their use of primary sources in the classroom. Social validation indicated that teachers found the program beneficial. This study contributes to the body of knowledge focused on disciplinary literacy and historical inquiry.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2021.03.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74124212","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

Journal of Social Studies Research Pub Date : 2021-10-01 DOI: 10.1016/j.jssr.2021.06.004

Sara Louise Evers

引用次数: 3

Examining elementary social studies preservice teachers’ dispositional thinking about museum pedagogy 小学社会学科职前教师对博物馆教育学的性格思考

Journal of Social Studies Research Pub Date : 2021-10-01 DOI: 10.1016/j.jssr.2021.05.001

Janie Hubbard , Oluseyi Matthew Odebiyi

{"title":"Examining elementary social studies preservice teachers’ dispositional thinking about museum pedagogy","authors":"Janie Hubbard , Oluseyi Matthew Odebiyi","doi":"10.1016/j.jssr.2021.05.001","DOIUrl":"10.1016/j.jssr.2021.05.001","url":null,"abstract":"<div><p>Evidence is limited on how elementary social studies<span><span> preservice teachers make sense of museum settings and the use of museum artifacts for instruction, especially while consumed with learning how to teach. This study explored 81 elementary preservice teachers' dispositional thinking toward museum pedagogy in a teacher </span>education program<span>. Objectives were to determine an overall dispositional thinking profile and also investigate possible distinct dimensions. The study employed descriptive and exploratory factor analysis (EFA) to establish systematically reliable factor solutions representing a profile of preservice teachers' dispositions. Results indicate preservice teachers' museum pedagogy dispositional thinking can be measured with three dimensions and one overall generic form of dispositional thinking. Representing the dimensions are these factor structures: (a) willingness to use museum settings and their artifacts to support social studies teaching, (b) capacity to interact with museum artifacts for K-6 social studies teaching, and (c) recognizing the prospect of museum pedagogy as an approach to enhance K-6 social studies education. Based on the factor structures, we introduce a conceptual framework to represent elementary social studies preservice teachers' dispositional thinking about museum pedagogy. Engaging in preliminary work to first understand preservice teachers’ thoughts and dispositions, before creating or adopting curricula, may deepen and strengthen their agentic growth in museum education for social studies teaching.</span></span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2021.05.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74665532","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

Critical thinking in social contexts: A trajectory analysis of states’ K-5 social studies content standards 社会背景下的批判性思维:各州K-5社会课程内容标准的轨迹分析

Journal of Social Studies Research Pub Date : 2021-10-01 DOI: 10.1016/j.jssr.2021.05.002

Oluseyi Matthew Odebiyi , Ashley Tickle Odebiyi

引用次数: 9

“Now I feel comfortable being around people I don’t know”: The benefits of including cultural consultants in teaching about world cultures “现在我觉得和不认识的人在一起很舒服”:在世界文化教学中加入文化顾问的好处

Journal of Social Studies Research Pub Date : 2021-07-01 DOI: 10.1016/j.jssr.2020.09.004

Heidi J. Torres

引用次数: 0

Trade books’ evolving historical representation of John Fitzgerald Kennedy 大众图书对约翰·菲茨杰拉德·肯尼迪的历史描述的演变

Journal of Social Studies Research Pub Date : 2021-07-01 DOI: 10.1016/j.jssr.2020.11.002

John H. Bickford III , Razak K. Dwomoh

{"title":"Trade books’ evolving historical representation of John Fitzgerald Kennedy","authors":"John H. Bickford III , Razak K. Dwomoh","doi":"10.1016/j.jssr.2020.11.002","DOIUrl":"10.1016/j.jssr.2020.11.002","url":null,"abstract":"<div><p><span><span>History-based trade books, such as biographies, narrative non-fiction, and expository texts, are essential secondary sources in social studies<span> classrooms. Research, though, indicates a preponderance of misrepresentations in trade books’ depictions of historical eras and figures. We examined trade books’ historical representation of John Fitzgerald Kennedy, an iconic American president. The data sample featured biographies targeting various grade-ranges and published in different eras. Including books targeting early grade, middle grade, and high school students enabled comparisons of historical representation within and between different grade-ranges. Incorporating texts published in different eras allowed for consideration of how Kennedy’s historical representation changed over time. Mixed methods content analysis—reliant on both open and axial-coding—yielded important findings about how children’s and young adult authors depicted Kennedy’s </span></span>family history, particularly during World War II, privileged social position, </span>Catholicism, wife, health, tensions during his presidency, and his assassination and subsequent conspiracy theories. Trade books’ representations appeared to be shaped more by date-of-publication than intended age of the reader. Identified historical misrepresentations included presentism, omission, exceptionalism, and heroification. Significance for teachers and researchers is articulated and practical classroom suggestions are provided.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.11.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80464588","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: 4