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Journal of Social Studies Research最新文献

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Lessons from A-bomb survivors: Researching Hiroshima & Nagasaki survivors’ perspectives for use in U.S. social studies classrooms 原子弹幸存者的教训:研究广岛和长崎幸存者的视角，用于美国社会研究课堂
Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.03.002
Brad M. Maguth, Misato Yamaguchi
{"title":"Lessons from A-bomb survivors: Researching Hiroshima & Nagasaki survivors’ perspectives for use in U.S. social studies classrooms","authors":"Brad M. Maguth, Misato Yamaguchi","doi":"10.1016/j.jssr.2020.03.002","DOIUrl":"https://doi.org/10.1016/j.jssr.2020.03.002","url":null,"abstract":"","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88979874","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: 2
Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education 在社会研究方法前的教学设计课程中运用全球胜任力模型:全球教师教育的发展性研究
Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.04.002
Elizabeth O. Crawford, Heidi J. Higgins, Jeremy Hilburn
{"title":"Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education","authors":"Elizabeth O. Crawford,&nbsp;Heidi J. Higgins,&nbsp;Jeremy Hilburn","doi":"10.1016/j.jssr.2020.04.002","DOIUrl":"https://doi.org/10.1016/j.jssr.2020.04.002","url":null,"abstract":"<div><p><span>This case study describes the design, learning experiences, and student outcomes in one Instructional Design course with an explicit focus on globally competent teaching. We make the argument that forefronting global competence in an Instructional Design course, prior to </span>social studies methods, is a necessary precursor to accelerate students’ progress on a pathway towards teaching for global competence. In support of this argument, we (a) describe the ways in which an Instructional Design course in one university forefronted global competence; (b) explain the short- and long-term outcomes of this design; and (c) highlight four students to illustrate how the Instructional Design course helped to move students along a pathway towards global competence. We nest our approach within a globally competent teaching framework.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.04.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91620414","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: 15
Social studies education in Argentina: Hacia Una Ciudadania global? 阿根廷的社会研究教育:haacia Una Ciudadania global?
Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.06.002
E. Byker, V. Vainer
{"title":"Social studies education in Argentina: Hacia Una Ciudadania global?","authors":"E. Byker, V. Vainer","doi":"10.1016/j.jssr.2020.06.002","DOIUrl":"https://doi.org/10.1016/j.jssr.2020.06.002","url":null,"abstract":"","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84634311","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
Teachers’ organization of world history in South Korea: Challenges and opportunities for curriculum and practice 韩国世界史教师组织:课程与实践的挑战与机遇
Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.05.002
Mimi Lee , Lauren McArthur Harris
{"title":"Teachers’ organization of world history in South Korea: Challenges and opportunities for curriculum and practice","authors":"Mimi Lee ,&nbsp;Lauren McArthur Harris","doi":"10.1016/j.jssr.2020.05.002","DOIUrl":"10.1016/j.jssr.2020.05.002","url":null,"abstract":"<div><p><span>Once focused primarily on European and Chinese history, South Korea’s world history courses are moving toward a global approach that spans multiple regions. In the midst of this curricular shift, we examined how Korean teachers conceptualize world history for themselves and for their instruction. We interviewed eight Korean teachers using card-sorting tasks and a think aloud methodology. Findings revealed that all participants sorted the cards differently when considering instruction compared to when they sorted cards for their own understanding, suggesting the role of teachers as instructional gatekeepers even in a country with a centralized National Curriculum. The Korean teachers discussed three instructional challenges in making these changes: connecting world historical events to students’ present lives, unpacking for students events that spanned across large amounts of time and space, and managing students’ preconceived notions or attitudes about different cultures. The ways in which participants dealt with these challenges differed. Additionally, in-service teachers made more complex connections between events and focused less on regions than did pre-service teachers. We discuss the </span>cultural tools that Korean participants used in making instructional decisions as well as implications for curriculum development and teacher education for world history in South Korea and beyond.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.05.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74297627","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: 2
Practice, purpose, and master narrative: Teachers face race and the South in lesson design 实践、目的和掌握叙述:教师在课程设计中面对种族和南方
Journal of Social Studies Research Pub Date : 2020-07-01 DOI: 10.1016/j.jssr.2020.03.003
Christoph Stutts
{"title":"Practice, purpose, and master narrative: Teachers face race and the South in lesson design","authors":"Christoph Stutts","doi":"10.1016/j.jssr.2020.03.003","DOIUrl":"10.1016/j.jssr.2020.03.003","url":null,"abstract":"<div><p><span>This comparative case study examines the place of white supremacy in teacher lessons on the U.S. South. Multi-day lesson plans and interviews with three teacher participants revealed that open encounters with white supremacist histories were supported by a high degree of professional freedom in their school settings. The teachers held a common commitment to teach about white racism and violence. However, extending these lessons into a more comprehensive confrontation with harmful white supremacist master narratives is complicated by highly varied conceptions of the history classroom, among these teachers and in the field of </span>social studies. This study supports continued efforts to provide teachers with resources and space to address racist legacies. I recommend that these efforts should be paired with an inspection of the individual and collective conceptions of social studies classrooms so that master narratives may be addressed more directly.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.03.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75179253","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: 2
Perceptions of democracy among Islamic education teachers in Israeli Arab high schools 以色列阿拉伯高中伊斯兰教育教师对民主的看法
Journal of Social Studies Research Pub Date : 2020-07-01 DOI: 10.1016/j.jssr.2020.05.003
Najwan Saada
{"title":"Perceptions of democracy among Islamic education teachers in Israeli Arab high schools","authors":"Najwan Saada","doi":"10.1016/j.jssr.2020.05.003","DOIUrl":"10.1016/j.jssr.2020.05.003","url":null,"abstract":"<div><p>This qualitative study<span> explores the perceptions of democracy and citizenship among 14 teachers of Islamic religious education<span> in the Israeli Arab and secondary schools in Israel. It expands the knowledge on how religious (Muslim) teachers conceptualize the meaning of democracy and citizenship education. The first theme addresses three critiques of democracy: the ethnopolitical (the failure of democratic regimes, including Israel, to protect the rights of religious minorities); epistemological (the shortcoming of the rule of majority in ensuring a decent and just life for all citizens); and theological (moral). The second theme highlights the cultural obstacles for achieving democracy in Arab society in Israel and the possible contribution of Islamic education to detribalizing and depersonalizing the meaning and practice of democracy in this society.</span></span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.05.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89195881","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: 15
Exploration of teachers’ personal practical knowledge for teaching controversial public issues in elementary school classrooms 小学课堂争议性公共问题教学中教师个人实践知识的探索
Journal of Social Studies Research Pub Date : 2020-07-01 DOI: 10.1016/j.jssr.2020.04.001
Yu-Han Hung
{"title":"Exploration of teachers’ personal practical knowledge for teaching controversial public issues in elementary school classrooms","authors":"Yu-Han Hung","doi":"10.1016/j.jssr.2020.04.001","DOIUrl":"10.1016/j.jssr.2020.04.001","url":null,"abstract":"<div><p>This study explores teachers’ personal practical knowledge and curricular-instructional gatekeeping as they relate to the teaching of controversial issues in public elementary school settings, particularly the issue of immigration. The study took place in the urban setting of Houston and, using a case study design, documented how three elementary school teachers made curricular-instructional decisions by making use of their personal practical knowledge. Findings illuminate that personal practical knowledge plays a role in teacher’s curricular-instructional gate keeping in socially divisive contexts. And, the findings indicate that these three elementary school teachers make curricular-instructional decisions to effectively address controversial public issues in their classrooms through curriculum choosing, assignments creating, and conflict dialogue building.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.04.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77492296","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: 8
Using video-stimulated recall to understand the reflections of ambitious social studies teachers 利用视频刺激回忆来理解雄心勃勃的社会研究教师的反思
Journal of Social Studies Research Pub Date : 2020-07-01 DOI: 10.1016/j.jssr.2020.03.001
Rob Martinelle
{"title":"Using video-stimulated recall to understand the reflections of ambitious social studies teachers","authors":"Rob Martinelle","doi":"10.1016/j.jssr.2020.03.001","DOIUrl":"10.1016/j.jssr.2020.03.001","url":null,"abstract":"<div><p>This multiple-case study sought to understand what ambitious history teachers focus their reflections on throughout a unit of study. Through video-stimulated recall methodology, reflective interviews were conducted with participants in four different schools within the same high-poverty public school district. The study built upon findings from research on ambitious teachers and found that teachers fixated on a range of problems while reflecting, among them: students’ historical thinking, cultural relevant pedagogy, and their framing of history through essential questions. That the teachers focused on these issues could be linked to their values and broader educational aims.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.03.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80370768","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
Challenging preservice teachers’ understandings of globalization: Critical knowledge for global citizenship education 挑战职前教师对全球化的理解:全球公民教育的关键知识
Journal of Social Studies Research Pub Date : 2020-06-12 DOI: 10.1016/j.jssr.2020.05.004
J. Myers, Keith Rivero
{"title":"Challenging preservice teachers’ understandings of globalization: Critical knowledge for global citizenship education","authors":"J. Myers, Keith Rivero","doi":"10.1016/j.jssr.2020.05.004","DOIUrl":"https://doi.org/10.1016/j.jssr.2020.05.004","url":null,"abstract":"","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85162382","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: 13
Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education 在社会研究方法前的教学设计课程中运用全球胜任力模型:全球教师教育的发展性研究
Journal of Social Studies Research Pub Date : 2020-06-11 DOI: 10.1016/j.jssr.2020.04.002
Elizabeth O. Crawford, Heidi J. Higgins, J. Hilburn
{"title":"Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education","authors":"Elizabeth O. Crawford, Heidi J. Higgins, J. Hilburn","doi":"10.1016/j.jssr.2020.04.002","DOIUrl":"https://doi.org/10.1016/j.jssr.2020.04.002","url":null,"abstract":"","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79806157","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: 15
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