Journal of Social Studies Research最新文献_第7页

“Julius Caesar was the last emperor”: Students’ understanding of world history “凯撒大帝是末代皇帝”:学生对世界历史的理解

Journal of Social Studies Research Pub Date : 2021-07-01 DOI: 10.1016/j.jssr.2020.11.001

Geena Kim

引用次数: 1

Examining three narratives of U.S. history in the historical perspectives of middle school (emergent) bilingual students 从中学(新兴)双语学生的历史视角考察美国历史的三种叙述

Journal of Social Studies Research Pub Date : 2021-07-01 DOI: 10.1016/j.jssr.2020.10.001

Paul J. Yoder

引用次数: 1

Does preparing citizens matter? Examining the value of civic mindedness in pre-service teachers 让公民做好准备重要吗?考察职前教师公民意识的价值

Journal of Social Studies Research Pub Date : 2021-07-01 DOI: 10.1016/j.jssr.2020.12.002

Timothy Patterson , Benjamin Torsney

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引用次数: 3

Planning to teach difficult history through historical inquiry: The case of school desegregation 计划通过历史探究来教授困难的历史:学校废除种族隔离的案例

Journal of Social Studies Research Pub Date : 2021-04-01 DOI: 10.1016/j.jssr.2020.09.002

Yonghee Suh , Brian Daugherity , Danielle Hartsfield

{"title":"Planning to teach difficult history through historical inquiry: The case of school desegregation","authors":"Yonghee Suh , Brian Daugherity , Danielle Hartsfield","doi":"10.1016/j.jssr.2020.09.002","DOIUrl":"10.1016/j.jssr.2020.09.002","url":null,"abstract":"<div>This exploratory study investigates the ways in which secondary U.S. history teachers who attended two iterations of a teacher professional development workshop, focusing on the history of school desegregation in Virginia, planned to teach the history of school desegregation through historical inquiry. Conceptualizing the history of school desegregation as difficult history, the authors conducted the content analysis of 23 written lesson plans generated by workshop participants. The historiography of school desegregation, and research on four dimensions of historical inquiry such as Change and Continuity, Causation, Multiple Perspectives and Historical Sources, guided the data analysis. The findings suggest that teachers in this study were most likely to design their inquiry around Causation, framing the history of school desegregation within the classical timeline of the Civil Rights Movement, which begins with the Brown v. Board of Education decision (1954) and ends with the Civil Rights Act of 1968. What was often absent in these inquiries was Massive Resistance, the backlash against the Brown v. Board of Education decision, collective and political actions of African American communities to implement the Brown decision, and varying perspectives within African American communities as well as Whites who opposed the Brown decision. Implications for theory and practice are discussed.</div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.09.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81168765","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: 0

The appeal of a controversial text: Who uses a People’s history of the United States in the U.S. history classroom and why 一个有争议的文本的吸引力:谁在美国历史课堂上使用美国人民的历史，为什么

Journal of Social Studies Research Pub Date : 2021-04-01 DOI: 10.1016/j.jssr.2020.08.003

Katy Swalwell , Kristin Sinclair

引用次数: 2

Emmerich R. & Kloser, H. (Producers) & Emmerich, R. (Director). (2019) Midway [action/war]. USA: Lionsgate 艾默里奇R. &克劳瑟H.(制片人)和艾默里奇R.(导演)。(2019)中途岛[行动/战争]。美国:狮门影业

Journal of Social Studies Research Pub Date : 2021-04-01 DOI: 10.1016/j.jssr.2020.09.003

Bradley Kraft

引用次数: 0

“No one should see what they have to do”: Military children and media representations of war “没有人应该看到他们必须做什么”:军人儿童和媒体对战争的描述

Journal of Social Studies Research Pub Date : 2021-04-01 DOI: 10.1016/j.jssr.2020.07.002

Brian Gibbs , Jeremy Hilburn

{"title":"“No one should see what they have to do”: Military children and media representations of war","authors":"Brian Gibbs , Jeremy Hilburn","doi":"10.1016/j.jssr.2020.07.002","DOIUrl":"10.1016/j.jssr.2020.07.002","url":null,"abstract":"<div>The primary objective of this article is to describe how the children of soldiers critiqued and examined media representations of war. Taken from a more extensive qualitative case study involving eight teachers, this article examines one social studies teacher and her students’ perspectives on media coverage of war through two Socratic Seminar discussions focused on two wars: the American Civil War and Gulf War. Data was collected through interviews, focus groups, and classroom observations. Students leveled a specific set of critiques at television media and those who consume it. They also grappled with two ethical quandaries: censorship and the justness of war.This article emerged from an unusual place – a Mathew Brady photograph. The teacher, a lecturer typically, decided to engage her students in discussion. This discussion was designed to provide “process and sense-making time,” according to their teacher, Ms. Jones, after four days of lecture on the American Civil War. Yet, the discussion grew into something much different than Ms. Jones’s original plan. It evolved into an interrogation of how the media represents war. Inspired by the thoughtful discussion, several months later, Ms. Jones engaged the same students in an examination of media representations of the first Gulf War. Ms. Jones is the focus of this article because out of the eight other teachers in the larger qualitative study, she was the only one to focus on classroom time (two entire class sessions) on media representations of war.</div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.07.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85820494","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

Negotiating teacher positionality: Preservice teachers confront assumptions through collaborative book clubs in a social studies methods course 协商教师地位:职前教师在社会研究方法课程中通过合作读书俱乐部来面对假设

Journal of Social Studies Research Pub Date : 2021-04-01 DOI: 10.1016/j.jssr.2020.07.003

Casey Holmes , Nina R. Schoonover , Ashley A. Atkinson

{"title":"Negotiating teacher positionality: Preservice teachers confront assumptions through collaborative book clubs in a social studies methods course","authors":"Casey Holmes , Nina R. Schoonover , Ashley A. Atkinson","doi":"10.1016/j.jssr.2020.07.003","DOIUrl":"10.1016/j.jssr.2020.07.003","url":null,"abstract":"<div>This case study explores the use of collaborative book clubs and word sorts to influence teacher positionality in an undergraduate social studies methods course for pre-service teachers. Drawing upon existing literature that suggests the effectiveness of dialogue as a means of navigating prior beliefs and the benefits of collaborative spaces for teachers to engage in collegial discussions, the study utilized books surrounding socio-political themes and educational inequalities to prompt conversation among participants. Results of the study suggest that dialogic and collaborative activities like word sorts and book clubs provide productive opportunities for pre-service teachers to (re)negotiate their positionalities and grapple with their existing assumptions as they learn and co-construct meaning from and with one another. At the same time, the pre-service teachers’ perceptions of privilege and identity seem to remain somewhat unexamined and the teachers remain hesitant about the practical reality of working to dismantle inequalities in their own classrooms.</div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.07.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73110425","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

Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi 告知、转化、探究:方法课程教学大纲中的基础社会研究

Journal of Social Studies Research Pub Date : 2021-04-01 DOI: 10.1016/j.jssr.2020.07.001

Stephanie Schroeder , Natasha C. Murray-Everett , Jacob Gates , Sarah B. Shear

{"title":"Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi","authors":"Stephanie Schroeder , Natasha C. Murray-Everett , Jacob Gates , Sarah B. Shear","doi":"10.1016/j.jssr.2020.07.001","DOIUrl":"10.1016/j.jssr.2020.07.001","url":null,"abstract":"<div>This study investigated approaches to the elementary social studies methods syllabus from instructors of courses across the United States. Using qualitative content analysis, we explored 48 methods syllabi using a deductive framework of Information Based Systems of education, Transformation Based Systems of Education, and Inquiry Based Systems of education. Ultimately, we determined that over half (n = 27) of the collected syllabi reflected an Information Based System of education meant to prepare students for certification, lesson and unit planning, and best practice social studies instruction. Fewer (n = 14) prepared pre-service teachers to challenge official knowledge and position social studies instruction within socio-political realities of students and fewer still prepared pre-service teachers to center inquiry-based instruction guided by the C3 Framework (n = 11). We position these findings within dominant trends in elementary social studies scholarship and conclude that too few methods courses reflect the scholarly trend toward transformative, justice-oriented, or inquiry-based elementary social studies.</div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.07.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81624497","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: 6

Coaching to teach: Preservice social studies teachers’ experiences with a hiring contingency 指导教学:职前社会研究教师的招聘应急经验

Journal of Social Studies Research Pub Date : 2021-01-01 DOI: 10.1016/j.jssr.2020.06.001

Caroline J. Conner , Chara Haeussler Bohan

引用次数: 2