The International journal of social education : official journal of the Indiana Council for the Social Studies最新文献_第4页

Consensus Circle Presidential Rating: Shifting Traditional Social Studies Instruction While Preparing Students for Democracy 共识圈总统评级:改变传统社会研究教学，同时为学生准备民主

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-06-01 DOI: 10.1080/00377996.2022.2062273

Thomas H. Levine

{"title":"Consensus Circle Presidential Rating: Shifting Traditional Social Studies Instruction While Preparing Students for Democracy","authors":"Thomas H. Levine","doi":"10.1080/00377996.2022.2062273","DOIUrl":"https://doi.org/10.1080/00377996.2022.2062273","url":null,"abstract":"Abstract Political history lends itself to traditional patterns of teaching and learning in social studies such as students memorizing facts presented in lectures or textbooks. This article presents a recurring activity structure for teaching U.S. political history—Consensus Circle Presidential Rating (CCPR)—which requires students to read across different sources, form and defend a judgment of a presidency’s impact, and engage in persuasion and consensus-seeking with peers. I juxtapose CCPR with traditional patterns of teaching and learning to suggest how CCPR can shift teachers’ and students’ roles during social studies instruction to promote critical thinking, perspective taking, and civil discussion and disagreement. Teaching political history in general—and this activity in particular—could reinforce the marginalization of women and people of color; conversely, CCPR could compliment history teaching that foregrounds the experience of diverse Americans while conveying the important roles government and social movements play in shaping American society. The article provides a student-friendly assignment sheet, a graphic organizer for note-taking, and examples of sources to help teachers consider how they might adapt this activity to their own context.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"6 1","pages":"319 - 329"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78309538","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

Positioning Students to Experience Poverty and Consider Its Implications 定位学生体验贫困并考虑其影响

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-05-30 DOI: 10.1080/00377996.2022.2079594

J. Bickford, Michael D. Gillespie

引用次数: 0

Using an Instructional Model of Historical Empathy to Teach the Holocaust 使用历史同理心的教学模式来教授大屠杀

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-05-13 DOI: 10.1080/00377996.2022.2073582

Caroline J. Conner, Taylor C. Graham

{"title":"Using an Instructional Model of Historical Empathy to Teach the Holocaust","authors":"Caroline J. Conner, Taylor C. Graham","doi":"10.1080/00377996.2022.2073582","DOIUrl":"https://doi.org/10.1080/00377996.2022.2073582","url":null,"abstract":"Abstract The current study investigates the impact of using an Instructional Model of Historical Empathy to teach the Holocaust on students’ ability to contextualize historical events, recognize perspectives, and affectively connect to victims of the Holocaust. A three-day instructional unit was designed that incorporates primary sources from a variety of voices such as victims, perpetrators, and bystanders. Participants included a tenth grade on-level world history class enrolled in a large high school located in the southeastern U.S. Using a mixed method research design, the researchers measured students’ level of historical empathy qualitatively and quantitatively through pre- and post-surveys, work samples, and interviews. Results indicate that students’ ability to contextualize the Holocaust, recognize diverse perspectives, and care for individuals of the past significantly improved. Students made moral judgements of the past and stressed the need to act on behalf of others to prevent future atrocities. Using an Instructional Model of Historical Empathy to teach the Holocaust can meet curricular goals of improving historical thinking and add value beyond school by promoting social justice.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"1 1","pages":"19 - 35"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79874587","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: 3

The First Amendment, Religious Freedom, and Public Schools in the South 第一修正案、宗教自由和南方的公立学校

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-05-04 DOI: 10.1080/00377996.2021.1992745

Elizabeth E. Saylor, Sohyun An, Lisa Buchanan

引用次数: 1

Problematizing White Allyship in the Civil Rights Curriculum of Studies Weekly ® 民权课程研究周刊中的白人同盟问题

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-04-29 DOI: 10.1080/00377996.2022.2068491

Melissa K. Stanley, S. Schroeder

{"title":"Problematizing White Allyship in the Civil Rights Curriculum of Studies Weekly ®","authors":"Melissa K. Stanley, S. Schroeder","doi":"10.1080/00377996.2022.2068491","DOIUrl":"https://doi.org/10.1080/00377996.2022.2068491","url":null,"abstract":"Abstract The American Civil Rights Movement has often been misrepresented in textbooks, children’s literature, and other curricular materials. With knowledge of the ongoing curricular distortion around Black history in P-12 curricula in mind, this article explores how a commonly used social studies curriculum, Studies Weekly ®, represents the Civil Rights Movement in its Standing for Freedom Civil Rights curriculum package. Through a quantitative and qualitative content analysis, we reveal how the Studies Weekly ® Civil Rights Curriculum distorts the Civil Rights Movement history by centering a White ally, Joan Trumpauer Mulholland. Ultimately the curricular materials portray Mulholland as a central figure in the movement, thereby marginalizing Black activists and offering a narrative of the movement that relies nearly exclusively on Mulholland’s life and experiences. In doing so, we conclude, the Studies Weekly ® curriculum does harm to the civic learning and potential of all students by failing to offer an appropriate vision of White allyship and activism.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"27 1","pages":"1 - 18"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83333072","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 Impact of Professional Learning Communities on Social Studies Teachers’ Professional Development and Student Academic Achievement 专业学习社区对社会学教师专业发展和学生学业成就的影响

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-04-29 DOI: 10.1080/00377996.2022.2058905

Ahmet Çopur, Muammer Demirel

{"title":"The Impact of Professional Learning Communities on Social Studies Teachers’ Professional Development and Student Academic Achievement","authors":"Ahmet Çopur, Muammer Demirel","doi":"10.1080/00377996.2022.2058905","DOIUrl":"https://doi.org/10.1080/00377996.2022.2058905","url":null,"abstract":"Abstract The main goal in this study was to explore the impact of a professional learning community (PLC) on social studies (SS) teachers’ professional development (PD) and student academic achievement. With this in mind, the study was carried out using a design-based research approach with an overarching ADDIE design model. The participants of the study consisted of six SS teachers from two middle schools and 113 students. Data were collected using scales, observations, and semi-structured interviews and analyzed through qualitative techniques on teacher data as well as t-tests on student data. Findings suggest that the PLC designed in a reflective thinking cycle has had a positive impact on teacher PD and enhanced student achievement in SS. The conclusion is that there is a positive relationship between teacher participation in the PLC and student achievement. Therefore, it is recommended that the PLC be made widely available in PD of SS teachers, and PD programs be planned as long-term hands-on training activities, while also taking into account the specific needs of the field.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"17 1","pages":"300 - 318"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89346177","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

Teaching as Complex Intellectual Work: A Phenomenological Study of Social Studies Pedagogy 教学是复杂的智力工作:社会学教育学的现象学研究

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-04-07 DOI: 10.1080/00377996.2022.2054923

April Walker, Todd Kettler

{"title":"Teaching as Complex Intellectual Work: A Phenomenological Study of Social Studies Pedagogy","authors":"April Walker, Todd Kettler","doi":"10.1080/00377996.2022.2054923","DOIUrl":"https://doi.org/10.1080/00377996.2022.2054923","url":null,"abstract":"Abstract High quality teaching involves deep content knowledge, understanding students and their learning processes, and complex skills of teaching and assessment. Students who experience high quality teaching tend to achieve higher annual growth rates. This study used a descriptive, qualitative research model to explore excellence in social studies teaching. Purposive sample was used to select district coordinators (n = 4) and their highest quality social studies teachers (n = 9). The process of phenomenological decontextualizing and recontextualizing produced five structural themes. Excellent social studies teachers have intellectual identities that focus on having deep content knowledge and a commitment to learning. They use their deep content knowledge to help students find relevancy. They view themselves as curriculum designers who find and curate their own resources. They facilitate student-centered learning experiences that engage students, encourage inquiry, and allow for student dialogue. Lastly, excellent social studies teachers design learning experiences to get students to think critically about different perspectives, synthesize multiple sources or viewpoints, and consider the lesser told stories of history. These contextualized, phenomenological structures reflect the teaching demands of common frameworks of social studies pedagogy including ambitious teaching approaches, authentic intellectual work, and the college, career, and civic life (C3) framework.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"37 1","pages":"283 - 299"},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79050629","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

Adding International Elements to a Social Studies Teacher Education Program 在社会研究教师教育项目中加入国际元素

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-04-01 DOI: 10.1080/00377996.2022.2053831

Cory Callahan

{"title":"Adding International Elements to a Social Studies Teacher Education Program","authors":"Cory Callahan","doi":"10.1080/00377996.2022.2053831","DOIUrl":"https://doi.org/10.1080/00377996.2022.2053831","url":null,"abstract":"Abstract Here the author shares his attempt to add, without financial cost, substantive and dynamic international experiences to the secondary social studies teacher education program he facilitates. He provides thick descriptions of (1) the overarching goals of a collaborative, online, international learning project, (2) the curriculum materials he helped design and the classroom experiences he orchestrated, and (3) the project’s international context. Moreover, this paper advocates for internationalization by describing a 5-week, inquiry-based project that featured university students in Japan and the US using an online video discussion platform to asynchronously introduce themselves to international peers, share their understanding of powerful social studies instruction, explore similarities in social studies education between the two nations, refine their understanding of international education, and share ideas for a wise-practice classroom activity that could be taught to secondary students in both nations. Because this article shares the project’s rationale, schedule, assignments, and assessment rubrics, it may prove helpful for teachers and teacher educators as they envision ways to further prepare students to think and act globally.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"20 1","pages":"271 - 282"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75115631","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

How Might Argumentation Research Inform Discourse-Based Social Studies Education? 论证研究如何为基于话语的社会研究教育提供信息?

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-03-28 DOI: 10.1080/00377996.2022.2053832

D. Kuhn, Mariel Halpern

引用次数: 3

Critical Juxtaposing of War and Migration: A Content Analysis of Southeast Asian Refugee Children’s Literature 战争与移民的批判性并列:东南亚难民儿童文学的内容分析

The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2022-03-22 DOI: 10.1080/00377996.2022.2046996

Sohyun An

引用次数: 3