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

“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

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

Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations 真相还是美丽？社会研究教师对数据可视化教学目的的信念

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-12-01 DOI: 10.1080/00933104.2022.2144569

J. Myers

引用次数: 1

Reviewer acknowledgments 评论家致谢

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-11-14 DOI: 10.1080/00933104.2022.2139974

引用次数: 0

Understanding and addressing gender stereotypes with elementary children: The promise of an integrated approach 理解和解决小学儿童的性别陈规定型观念：综合方法的前景

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-11-03 DOI: 10.1080/00933104.2022.2140091

A. Whitford

引用次数: 0

Toward a framework for assessing the quality of students’ social scientific reasoning 建立一个评估学生社会科学推理能力的框架

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-11-03 DOI: 10.1080/00933104.2022.2132894

Thomas Klijnstra, G. Stoel, Gerard J. F. Ruijs, G. Savenije, Carla A. M. van Boxtel

{"title":"Toward a framework for assessing the quality of students’ social scientific reasoning","authors":"Thomas Klijnstra, G. Stoel, Gerard J. F. Ruijs, G. Savenije, Carla A. M. van Boxtel","doi":"10.1080/00933104.2022.2132894","DOIUrl":"https://doi.org/10.1080/00933104.2022.2132894","url":null,"abstract":"ABSTRACT This study aims to describe components and levels of upper secondary social science students’ reasoning about social problems. We consulted conceptualizations of social scientific reasoning in sociology textbooks and social science education literature, analyzed student papers, and conducted focus groups with social science teachers and teacher educators to define social scientific reasoning by proficiency levels and identify common flaws in students’ reasoning. The papers were written by upper secondary social science students from eight schools in the Netherlands. We defined social scientific reasoning in terms of three components (describing, explaining, and solving problems) and five reasoning activities (causal analysis; use of social scientific concepts, models, and theories; use of evidence; use of perspectives and reflections on them; and comparing). We described these reasoning activities in three proficiency levels supported by practical examples and rubrics for students’ reasoning. These insights can inform teachers and teacher educators in monitoring students’ progression and designing teaching materials and activities that can promote students’ social scientific reasoning.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"173 - 200"},"PeriodicalIF":2.6,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45045838","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

Theorizing necropolitics in social studies education 社会学教育中的死亡政治理论化

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-11-02 DOI: 10.1080/00933104.2022.2129536

Bretton A. Varga, Mark E. Helmsing, C. van Kessel, Rebecca C. Christ

{"title":"Theorizing necropolitics in social studies education","authors":"Bretton A. Varga, Mark E. Helmsing, C. van Kessel, Rebecca C. Christ","doi":"10.1080/00933104.2022.2129536","DOIUrl":"https://doi.org/10.1080/00933104.2022.2129536","url":null,"abstract":"ABSTRACT This article engages with three commonly traversed social studies topics—depictions of violence and death from the French Revolution, during the Vietnam War, and regarding U.S. histories of racial segregation—through the lens of Achille Mbembe’s necropolitics (i.e., political and social machinations of power that determine who lives and who dies). In particular, this article theorizes how specific necropolitical concepts (e.g., necropower, the living dead, and slow death) can be a generative and powerful form of analysis for social studies educators and their students that exposes intersecting complexities between life, death, political alliance, and power. While this article argues that social studies curriculum is replete with undertheorized moments of death and underutilized opportunities to engage with death, this scholarship is guided by the questions: “What place is given to life, death, and the human body (in particular the wounded or slain body)? How are they inscribed in the order of power?” The overall aim of a necropolitical engagement is to foster a deeper understanding of why/how death continues to disproportionately come into being again and again for specific, targeted peoples.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"47 - 71"},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42004899","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