Journal of Social Studies Research

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Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators
Journal of Social Studies Research - Tập 40 - Trang 71-83 - 2016
Christopher L. Busey, Stewart Waters
Growth in racial and ethnic diversity among public school P-12 students stands in stark contrast to the teaching population who tend to be monolingual, White females. Secondary social studies teachers defy demographic teacher trends, as they tend to be male, albeit White males who still are not representative of the students they teach. What is missing from the discourse of student–teacher imbalan... hiện toàn bộ
Exploration of teachers’ personal practical knowledge for teaching controversial public issues in elementary school classrooms
Journal of Social Studies Research - Tập 44 - Trang 281-289 - 2020
Yu-Han Hung
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 decis... hiện toàn bộ
Effectiveness of group investigation versus lecture-based instruction on students’ concept mastery and transfer in social studies
Journal of Social Studies Research - - 2023
Godwin Gyimah
The study examined the effectiveness of group investigation versus lecture-based instruction on students’ concept mastery and transferability in social studies learning. The researcher used an experimental design to randomly assign 116 eighth-grade students into control and experimental groups. The control and experimental group had 58 students, respectively. The researcher exposed the control gro... hiện toàn bộ
Fostering historical thinking: The use of document based instruction for students with learning differences
Journal of Social Studies Research - Tập 46 - Trang 249-264 - 2022
Eric B. Claravall, Robin Irey
Document-based history instruction (DBI) was implemented in a middle school special education setting to promote the development of disciplinary cognitive processing and higher order thinking using historical thinking as a framework for students with learning differences (ld). A convergent mixed methods action research design was utilized to explore a) how DBI influenced students’ disciplinary cog... hiện toàn bộ
Historical inquiry and the limitations of the common core state standards
Journal of Social Studies Research - Tập 40 - Trang 309-324 - 2016
Ginney P. Wright, Jason L. Endacott
Integrating Social Studies and Social Skills for Students with Emotional and Behavioral Disabilities: A Mixed Methods Study
Journal of Social Studies Research - Tập 41 - Trang 253-262 - 2017
Thomas Morris, Margit McGuire, Bridget Walker
Research indicates that academic growth and student behavior are inextricably linked. Schools that systematically address both academic and social/emotional learning (SEL) have shown increased student achievement when compared to schools that do not address both factors ( Elliott, Huai & Roach, 2007 ; Hawken, Vincent & Schumann, 2008 ). Even with this understanding, outcomes for students with emot... hiện toàn bộ
Critically examining virtual history curriculum
Journal of Social Studies Research - Tập 44 - Trang 61-76 - 2020
Tiffany Rae McBean, Joseph R. Feinberg
With a notable growth in the number of students accessing online education and virtual schools, social studies educators and researchers should evaluate these educational platforms. This study involves a critical evaluation of U.S. History curriculum of Georgia Virtual School through Critical Race Theory, and contributes to the nascent literature on social studies online instruction. The results f... hiện toàn bộ
Contradictions of democratic education: International teachers’ perspectives on democracy in American schools
Journal of Social Studies Research - Tập 37 - Trang 185-193 - 2013
Sarah A. Mathews, Mindy J. Spearman, S. Megan Che
This study highlights a range of perspectives offered by 11 international teachers, participating in a cultural immersion experience, as they reflect on how they saw democracy manifested at their school internships. Teachers from six different countries studied and taught in a rural community in the Southern United States, where a medium-sized research university hosted the teachers as part of a f... hiện toàn bộ
Cooperating teachers’ impact on preservice social studies teachers’ autonomous practices: A multi-case study
Journal of Social Studies Research - Tập 40 - Trang 97 - 2016
Tannebaum Rory P.
This multi-case study explores the impact of cooperating teachers (CTs) on the autonomous pedagogical practices of preservice social studies teachers at a large southeastern university. The study examines participants’ written reflections, social studies teaching philosophies, lesson plans, and interview transcripts to identify how field placements and, more specifically, cooperating teachers dire... hiện toàn bộ
#Teacher education #Autonomous practices #Student teachers #Social studies education
Using eyewitnesses to promote students’ understanding of empathy in the history classroom
Journal of Social Studies Research - - 2023
Hanneke Bartelds, Geerte M. Savenije, Jannet van Drie, Carla van Boxtel
Empathy is important in our digitized and polarized world and an important aspect of education. What contribution can history teachers make to develop this in their students? In this study we investigated whether a lesson unit making use of eyewitnesses and designed from six pedagogical principles, resulted in more confidence in the ability to empathize, attributed importance to empathy and unders... hiện toàn bộ
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