JSSE - Journal of Social Science Education最新文献

Multicultural Competencies of Social Studies Teachers: A Qualitative Study 社会学教师多元文化能力的质性研究

JSSE - Journal of Social Science Education Pub Date : 2021-04-21 DOI: 10.4119/JSSE-3473

Yıldıray Karadağ, Alper Kesten, Döndü Özdemir Özden

{"title":"Multicultural Competencies of Social Studies Teachers: A Qualitative Study","authors":"Yıldıray Karadağ, Alper Kesten, Döndü Özdemir Özden","doi":"10.4119/JSSE-3473","DOIUrl":"https://doi.org/10.4119/JSSE-3473","url":null,"abstract":"Purpose: Turkey is a country hosting many people of diverse religious beliefs (e.g., Islam, Christianity, and Judaism) and a great variety of ethnic origins (e.g., Turks, Greeks, Armenians, Slavs, Arabs, Romanians and Kurds). It is also subject to continuous migratory flows from neighboring countries and beyond. Due to these factors, it has become increasingly evident that a more multicultural educational approach is warranted. In this study, researchers analyzed the level of competency in teachers required for the implementation of such approaches within the framework of individual/personal, classroom, and institution/school levels in order to identify the capabilities of social studies teachers’ multicultural competencies. \u0000Method: In this study, researchers used a basic qualitative research design. Using a semi-structured interview technique, one-on-one interviews were conducted with 16 teachers from 8 schools with different socio-economic backgrounds and foreign student numbers. The data was analyzed with a thematic analysis approach. \u0000Findings: What was found in the course of the work? This will refer to analysis, discussion, or results. The findings of the study showed that teachers’ multicultural competencies were weak in individual/personal, institutional/school levels and in the integration of cultural characteristics into teaching at the classroom level. However, participating teachers indicated stronger multicultural competencies in other subcategories of the classroom level.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133307857","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

Talking about Sustainability Issues When Teaching Business Economics -- The 'Positioning' of a Responsible Business Person in Classroom Practice. 谈商业经济学教学中的可持续性问题——课堂实践中负责任商业人士的“定位”

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.4119/JSSE-885

Pernilla Andersson

{"title":"Talking about Sustainability Issues When Teaching Business Economics -- The 'Positioning' of a Responsible Business Person in Classroom Practice.","authors":"Pernilla Andersson","doi":"10.4119/JSSE-885","DOIUrl":"https://doi.org/10.4119/JSSE-885","url":null,"abstract":"Purpose: This paper presents a study of the roles of a business person privileged by teachers when the concept of ‘sustainable development’ is incorporated into the subject of business economics.Methodology: A logics approach to discourse analysis was used to analyse the empirical material, which consisted of video recorded observations in five teachers’ classrooms collected two years after the inclusion of the concept in the upper secondary school syllabus in Sweden.Findings: The results show how different rules and conditions for doing business are foregrounded in classroom practice. This in turn has different implications for whether a responsible business person is expected to: a) adapt to self-interest, b) respond to customers’ increasing interests in sustainable products, or c) be sensitive to the needs or interests of others (including humans, animals and nature), when making business decisions. The results also illuminate how talking about ‘homo economicus’ as ‘real’ can hinder, how talking about customers in altruistic terms can facilitate, and how talking about the complexity of others’ interests can suggest ways of doing business (more) sustainably.Practical implications: The empirical examples that illuminate the privileging of specific roles could be used for critical reflection in order to make students better equipped to address uncertain and complex sustainability issues.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114393023","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

Assessing the Effect of Social Science Education on Punitive Attitudes. 评估社会科学教育对惩罚态度的影响。

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.4119/JSSE-883

Michael T. Costelloe, Christine L. Arazan, M. Stenger

{"title":"Assessing the Effect of Social Science Education on Punitive Attitudes.","authors":"Michael T. Costelloe, Christine L. Arazan, M. Stenger","doi":"10.4119/JSSE-883","DOIUrl":"https://doi.org/10.4119/JSSE-883","url":null,"abstract":"Purpose: One of the most consistent predictors of punitiveness is education, with more educated individuals expressing less punitive sentiments. While much of the earlier research focused on the level of education, some researchers have recently begun to look more closely at the nature of that education such as examining the effect of specific majors on punitiveness. This paper goes even further by also analyzing more broadly the effect of a social science education on punitive attitudes.Methods: This article presents results from an online survey of 4,000 undergraduate students attending a United States’ university. Ordinary least squares analysis is used to examine the effect of majoring in the social sciences on support for punitive criminal justice policies, while controlling for a number of theoretically relevant variables.Findings: We find that more educated students and those majoring in social science disciplines are generally less punitive than their counterparts. If we are to unburden ourselves of the intricately intermingled economic and social costs of mass incarceration, it will require a re-visioning of how we do justice in America. Social scientists can play a crucial role in this regard through focused research and in educating young people to be critical thinkers and thoughtful citizens.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126096568","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

Influence of Economics Teachers’ Personality on Secondary School Students’ Classroom Perfor-mance in Public Secondary Schools in Nsukka Local Government Area of Enugu State 埃努古州恩苏卡地方政府区公立中学经济学教师个性对中学生课堂表现的影响

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.4119/JSSE-884

E. Idika, Joseph C. Onuoha

{"title":"Influence of Economics Teachers’ Personality on Secondary School Students’ Classroom Perfor-mance in Public Secondary Schools in Nsukka Local Government Area of Enugu State","authors":"E. Idika, Joseph C. Onuoha","doi":"10.4119/JSSE-884","DOIUrl":"https://doi.org/10.4119/JSSE-884","url":null,"abstract":"Purpose: The study investigated the influence of Economics teachers’ personality on students’ classroom performance in Public Secondary Schools in Nsukka Local Government Area of Enugu State, Nigeria.Design: The study adopted Ex-post facto research design. The sample consisted of 19 teachers randomly selected out of thirty one and their SS2 Economics students numbering 326. An observational schedule titled Economics teachers’ personality test (ETP) was the instrument for data collection. The academic records (grades) of the Students were collected from the 19 teachers. One research questions was answered using mean and standard deviation and four null hypotheses tested at 0.05 level of significance using t- test and ANOVA.Findings: The findings revealed that teachers’ gender had no effect on the classroom performance of the students. However, teachers teaching experience, qualifications, interpersonal relationship with students, knowledge of subject matter, and attitude of the teacher had influence on students’ classroom performance. It was recommended that only teachers with relevant teaching qualifications in Economics should be employed to teach the course in Secondary schools. Also, teachers should be given proper incentives that will make them remain in their job so as to gain experience as they grow in the profession.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132710521","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

Pluralist Thinking in Economic and Socioeconomic Education 经济与社会经济教育中的多元主义思维

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.4119/JSSE-878

R. Hedtke

引用次数: 0

“The market deals out profits and losses” – How Standard Economic Textbooks Promote Uncritical Thinking in Metaphors “市场决定利润和损失”——标准经济学教科书如何在隐喻中促进非批判性思维

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.4119/JSSE-877

S. Graupe, Theresa Steffestun

{"title":"“The market deals out profits and losses” – How Standard Economic Textbooks Promote Uncritical Thinking in Metaphors","authors":"S. Graupe, Theresa Steffestun","doi":"10.4119/JSSE-877","DOIUrl":"https://doi.org/10.4119/JSSE-877","url":null,"abstract":"Purpose: Cognitive Linguistics has repeatedly pointed out the major significance of metaphors. In particular, metaphors are highly effective in the context of political and economic discourse. We analyze the as yet ignored use of metaphors in standard economic textbooks as exemplified by Paul A. Samuelson and N. Gregory Mankiw. The following will focus on the metaphorical semantic context surrounding the abstract concept of „the market“.Design: Using textual analysis and drawing from Conceptual Metaphor Theory the authors examine how the concept of „the market“ is introduced as an abstract and primarily empty concept, (re-)interpreted with the help of entity metaphors, personifications and orientational metaphors, and linked to ideological and political value judgments. In addition the analysis illustrates how the use of metaphors in textbooks is not made transparent, nor is a critical reflection of the metaphorical rhetoric encouraged.Findings: In conclusion, based on their own teaching experience, the authors, addressing both teachers and students, outline possibilities of promoting the critical and conscious use of metaphors, not only in textbooks but also in public discourse.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125053688","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

Teaching Economics among other Social Sciences? The issue of Pluralism in the Struggles surrounding the Economic and Social Sciences Curricula in the French High School since 1967. 在其他社会科学中教授经济学?1967年以来围绕法国高中经济和社会科学课程的斗争中的多元化问题。

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.4119/JSSE-882

Igor Martinache

{"title":"Teaching Economics among other Social Sciences? The issue of Pluralism in the Struggles surrounding the Economic and Social Sciences Curricula in the French High School since 1967.","authors":"Igor Martinache","doi":"10.4119/JSSE-882","DOIUrl":"https://doi.org/10.4119/JSSE-882","url":null,"abstract":"Purpose: This article aims at presenting the original design of the teaching of Economic and Social Sciences (SES) in the French High School and at demonstrating that the issue of pluralism lies at the core of the various controversies surrounding it since its creation.Approach: This article is based on more than 40 interviews with SES teachers and key personalities, on curricula and official reports analyses and on a ten years participating observation in the SES teachers professional association.Findings: This text strives to display how the defence of pluralism has become a core issue to SES teachers, as a “mobilized group” as well as in their individual professional practices.Research implications: Such statements may be deepen in two directions. The first consists in comparing the French situation to that in other countries as regards the teaching of economics and social sciences in high school. The second may imply to investigate deeper about teachers’ training and practices about such issues. Practical implications: The other aim of this text is raising debates about the objectives of teaching economics and social sciences in general in high school in a context where school is more and more committed to strengthening citizenship as well as preparing for higher education and professional life.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129630017","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

A Dominant Narrative in Economics?: Preservice Teachers and Pluralism in a Social Studies Methods Class. 经济学的主导叙事?职前教师与社会研究方法课堂的多元性。

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.2390/JSSE-V17-I3-1774

N. Shanks

{"title":"A Dominant Narrative in Economics?: Preservice Teachers and Pluralism in a Social Studies Methods Class.","authors":"N. Shanks","doi":"10.2390/JSSE-V17-I3-1774","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I3-1774","url":null,"abstract":"Purpose: The purpose of this study is to evaluate one effort to challenge the problematic assumptions of the dominant narrative of neoclassical economics within a teacher preparation program that focuses on addressing dominant narratives throughout the social studies curriculum. Design/methodology/approach: Utilizing a theoretical framework that intersects Pedagogical Content Knowledge and pluralist economics, this study consists of a general interpretive study conducted in a master’s plus certification social studies methods course. Data was collected from several class sessions, including observational and artifact data, as well as semi-structured interviews with participants after the conclusion of the class. Findings: Preservice teachers were able to spell out a dominant narrative in economics that exposed the effect of the narrative, but rarely critiqued its epistemology. Second, the fluctuations in content and curricular knowledge as well as the broader challenge of explaining pluralism in a relevant way meant the observed pedagogical content knowledge in economics was devoid of pluralist content. Research limitations/implications: Implications from this study include the need to explicitly critique the epistemological foundations of neoclassical theory, the value of an appreciative stances toward preservice teacher content knowledge, and the need to strategically integrate pluralism into economics methods courses.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121126432","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: 11

"Am I a Politics Person?" A Qualitative Study of Students' Perspectives on Mock Elections as Political Education. “我是政治人士吗?”学生对模拟选举作为政治教育观点的质性研究。

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.4119/JSSE-876

J. Borge

{"title":"\"Am I a Politics Person?\" A Qualitative Study of Students' Perspectives on Mock Elections as Political Education.","authors":"J. Borge","doi":"10.4119/JSSE-876","DOIUrl":"https://doi.org/10.4119/JSSE-876","url":null,"abstract":"Purpose: The purpose of this study is to examine mock elections as political education in school, taking the Norwegian case as an empirical example.Methodology: This study’s qualitative content analysis is based on data collected through fieldwork in five upper secondary schools in the Western region of Norway, through observations and in 18 ordinary language interviews with 18-year-old students in the 3rd grade.Findings and implications: In the mock elections at Norwegian schools, the students meet and interact with three different identities of political participation: ‘the politician’, ‘the party member’ and ‘the voter’. How do the students use the mock election (ME) to shape their conceptions of their political selves? The interview data shows that the students who are active members of political parties accept the three analytical categories of political identities, and the students who are not members of political parties, reject ‘the politician’, but accept ‘the party member’ as part of their peer group. Finally, the MEs simulate an ordinary election and offer a norm of voting which the students accept as a school assignment. The students vote in the mock election because they are told to do so and generally do not view voting in the mock elections as a way of expressing the voice of their generation.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115871003","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

Students’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests 社会学学生对公民准备的认知:教学角色与学生兴趣

JSSE - Journal of Social Science Education Pub Date : 2018-11-05 DOI: 10.4119/JSSE-881

Nora Mathe, E. Elstad

{"title":"Students’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests","authors":"Nora Mathe, E. Elstad","doi":"10.4119/JSSE-881","DOIUrl":"https://doi.org/10.4119/JSSE-881","url":null,"abstract":"Purpose: The main purpose of this study is to explore how 16- to 17-year-old students’ experiences within the social studies classroom and their online political communication are related to their perceptions of citizenship preparation in social studies.Design/methodology/approach: To meet the purpose of this study, regression analyses were executed based on a survey of 264 Norwegian students aged 16–17. The dependent variable was the students’ perceptions of citizenship preparation in social studies.Findings: The analyses indicated that enjoying social studies was strongly associated with students’ perceptions of citizenship preparation in social studies. The teacher’s contributions, discussing democracy and politics in social studies lessons, and students’ online political communication were also significantly associated with students’ per-ceptions of citizenship preparation in social studies.Research limitations/implications: Some limitations exist in the instrument and in internal and external validity. Future research could add more content to improve the model’s explanatory adequacy. More nuanced explanatory factors from outside school are needed to study factors indirectly influencing students’ perceptions of citizenship pre-paration.Practical implications: These results indicate that focusing on students’ interests and quality instruction have positive implications for students’ perceived value of the subject when it comes to preparing them for civic and political engagement.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122252753","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