Theory and Research in Social Education最新文献_第3页

Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies 将教师关注的视频案例反思纳入框架式课程研究，促进社会研究的真实教学法

2区教育学

Theory and Research in Social Education Pub Date : 2023-06-13 DOI: 10.1080/00933104.2023.2215178

Jada Kohlmeier

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引用次数: 0

Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity 优生学意识形态与世界历史课程：优生学信仰如何构建发展与现代性叙事

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2023-04-28 DOI: 10.1080/00933104.2023.2199682

Tadashi Dozono

引用次数: 1

Chronicling sankofa: The evolution of the work of James Banks and civic education 记录桑科法:詹姆斯班克斯的工作和公民教育的演变

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2023-04-03 DOI: 10.1080/00933104.2023.2193137

Delandrea Hall, Cinthia S. Salinas

引用次数: 0

“Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies “就这样来吧。我们是一家人。:在社会研究中考察嘻哈、归属感和公民意识

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2023-02-13 DOI: 10.1080/00933104.2022.2164233

Delandrea Hall

引用次数: 0

Why teachers address unplanned controversial issues in the classroom 为什么老师会在课堂上讨论意外的争议性问题

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2023-01-23 DOI: 10.1080/00933104.2022.2163948

Charlot Cassar, I. Oosterheert, P. Meijer

{"title":"Why teachers address unplanned controversial issues in the classroom","authors":"Charlot Cassar, I. Oosterheert, P. Meijer","doi":"10.1080/00933104.2022.2163948","DOIUrl":"https://doi.org/10.1080/00933104.2022.2163948","url":null,"abstract":"ABSTRACT This study examines teachers’ justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood within a temporal framework characterized by the immediacy of the situation, encompassing the teachers’ past experiences and a desired future, unfolding in a specific context in which emotions play a significant role. The justifications are, at the same time, intricately embedded in teachers’ personal and professional beliefs and their task perception. Participants’ justifications were also guided by their moral convictions so that their actions may be understood as morally motivated responses to what they perceive to be unjust. The results suggest that the extent to which teachers’ personal and professional beliefs are aligned and anchored to a justice and equity framework, and what teachers understand by justice and equity, has implications in the classroom. The study proposes a model that can support teachers to reflect on their pedagogical decision-making when addressing unplanned controversial issues in the classroom.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"233 - 263"},"PeriodicalIF":2.6,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47895901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

“Because the United States is a great melting pot”: How students make sense of topics in world history “因为美国是一个大熔炉”:学生如何理解世界历史主题

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2023-01-20 DOI: 10.1080/00933104.2022.2162466

Geena Kim

{"title":"“Because the United States is a great melting pot”: How students make sense of topics in world history","authors":"Geena Kim","doi":"10.1080/00933104.2022.2162466","DOIUrl":"https://doi.org/10.1080/00933104.2022.2162466","url":null,"abstract":"ABSTRACT This study is an exploration of how U.S. middle school students interacted with different topics in world history, and how their specific understandings of topics were connected to both sociocultural and instructional contexts. I observed two world history classrooms in a Midwestern Catholic school for 10 months and conducted task-based group interviews on 6 topics with 66 students. Findings indicate that students interacted differently with different topics, and their understandings of the given topics aligned with prior conceptions, situated in their sociocultural contexts, and teacher instruction in a complicated process. At times, the teachers’ instruction accommodated students’ prior conceptions, strengthening their misunderstandings. Certain instructional strategies also evoked students’ awareness of their current contextual values, such as democracy, human rights, and nonviolence, hindering them from rationally understanding different contexts in history. There were times, however, when the teachers’ intentional instruction overshadowed prevailing discourses, allowing students to successfully construct new understandings. From these findings, I argue that to be prepared for the world of their future, U.S. students need to go beyond the parameters of their sociocultural contexts and develop a comprehensive understanding, both nationally and globally, of the world.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"372 - 407"},"PeriodicalIF":2.6,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45736651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Geography education professionals’ understanding of global citizenship: Insights for a more just geography curriculum 地理教育专业人士对全球公民的理解:对更公正的地理课程的见解

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2023-01-09 DOI: 10.1080/00933104.2022.2159595

Gapcheol Kim

引用次数: 1

Social studies education research for sustainable democratic societies: Addressing persistent civic challenges 可持续民主社会的社会研究教育研究:应对持续的公民挑战

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2023-01-02 DOI: 10.1080/00933104.2022.2158149

Brett L. M. Levy, C. Busey, Alexander Cuenca, R. Evans, A. Halvorsen, Li-Ching Ho, Joseph Kahne, M. Kissling, Jane C. Lo, P. McAvoy, Sarah McGrew

{"title":"Social studies education research for sustainable democratic societies: Addressing persistent civic challenges","authors":"Brett L. M. Levy, C. Busey, Alexander Cuenca, R. Evans, A. Halvorsen, Li-Ching Ho, Joseph Kahne, M. Kissling, Jane C. Lo, P. McAvoy, Sarah McGrew","doi":"10.1080/00933104.2022.2158149","DOIUrl":"https://doi.org/10.1080/00933104.2022.2158149","url":null,"abstract":"ABSTRACT Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this article, scholars from various sub-fields of social studies education explore how research, scholarship, and practice in the field can address seven of these persistent civic challenges: ecological sustainability, media literacy, equity and inclusion, civic engagement, political pluralism, civic competency, and sociohistorical change. Essays on each of these topics analyze relevant prior research and offer suggestions for how future research and scholarship can explore how educators can help to address these persistent civic challenges, with the goal of supporting robust participatory democracy.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"1 - 46"},"PeriodicalIF":2.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42197183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile 公民的意义:识别智利负责公民教育的教师的信仰

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-12-07 DOI: 10.1080/00933104.2022.2150590

Camila Jara Ibarra, Macarena Sánchez Bachmann, Cristián Cox, Daniel Miranda

{"title":"The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile","authors":"Camila Jara Ibarra, Macarena Sánchez Bachmann, Cristián Cox, Daniel Miranda","doi":"10.1080/00933104.2022.2150590","DOIUrl":"https://doi.org/10.1080/00933104.2022.2150590","url":null,"abstract":"ABSTRACT Based on evidence from a 2019 survey of a sample of Chilean secondary education teachers responsible for citizenship education, this article examines their beliefs regarding citizenship and how these beliefs relate to their justifications of both legal and illegal protest actions in a societal context of wide socio-political crisis and mobilization. Using exploratory factor analysis, two types of citizenship are identified as structuring the beliefs of teachers: duty-based citizenship, related to what the literature conceives of as a minimalist or personally responsible-type of citizen, and activism-based citizenship, or the citizen type defined in the literature as justice-oriented. Then, exploring bivariate correlations with teachers’ justification of different protest actions, we found that duty-based citizenship beliefs are related to a pattern in which protest (legal or illegal) is considered less justifiable, whereas activism-based beliefs correlate positively with a greater justification of both legal and illegal (blockades of streets and strikes) protest actions. We examine these findings, distinguishing between teachers’ beliefs and justifications as educators and as citizens, arguing that the context of socio-political crisis and mobilization is a key factor for interpreting the tensions and dilemmas of teaching citizenship in Chile.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"464 - 485"},"PeriodicalIF":2.6,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43359194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics 教师在面对极端言论时加强游戏：敏感话题教学中教育摩擦的定性分析

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-12-01 DOI: 10.1080/00933104.2022.2145923

S. L. Parra, B. Wansink, C. Bakker, L. M. van Liere

{"title":"Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics","authors":"S. L. Parra, B. Wansink, C. Bakker, L. M. van Liere","doi":"10.1080/00933104.2022.2145923","DOIUrl":"https://doi.org/10.1080/00933104.2022.2145923","url":null,"abstract":"ABSTRACT Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle educational friction in the classroom, we observed and interviewed nine Dutch expert teachers and analyzed the empirical data by using our Educational Friction Modelling Framework as a heuristic lens. This study shows how teachers allowed extreme statements and used the subsequent friction during their lessons, challenged and provoked their students, made room for their pupils in several ways to enhance their participation, and made a distinction between rationality and emotions in the classroom. We argue that our framework sheds light on what charges the classroom and contributes to the further development of contained risk-taking as part of democratic education.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"201 - 232"},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41382381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4