Search results for: Social studies
Page 1/4 35 items
“What Do We Know about Elementary Social Studies?”: Novice Secondary Teacher Educators on Learning to Teach Elementary Social Studies Methods
This research examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The primary result of this critical friendship was the overall pedagogical, affective, and intellectual support the friendship provided. The authors argue that their critical friendship is evidence that novice teacher educators can engage collaboratively in meaningful work to uncover the complexities of teacher education within the confines of academic and professional schedules that often pull doctoral students and new faculty in a number of competing directions. They argue that the results of this self-study point directly to the support needed for novice teacher educators to become effective teacher educators.
Updated: Oct. 03, 2018
Social Studies Teacher Education in the Early Twentieth Century: A Historical Inquiry Into the Relationship Between Teacher Preparation and Curriculum Reform
The present study examines how teacher education programs contributed and/or responded to the emergence of social studies as a school subject in the early part of the twentieth century. The authors argue that the data reveal some longstanding assumptions about the development of the social studies field. For instance, there was little agreement among subject matter and education specialists regarding what constituted the social studies curriculum. Hence, there was little agreement on what social studies teachers and students needed to know. However, this little agreement suggests that disarray in the social studies field may have been as much a function of disorder in the realm of teacher education as it was of conflict among national committees. The authors conclude that the current study represents first efforts in a pursuit of understanding the historical connection of teacher education and curriculum reform.
Updated: Feb. 22, 2018
Social Studies as a Means for the Preparation of Teachers: A Look Back at the Foundations of Social Foundations Courses
This historical study looks back at the early years of the social foundations of education program that originated at Teachers College, Columbia University, in the 1930s–1940s, and focuses on the sociopolitical, intellectual, and educational currents that helped bring it about. The study suggests that many of the same rationales that undergirded social studies were applied to social foundations, with the belief that future citizens should be endowed with the capacity to solve contemporary social problems based on the wisdom of the ages, the realities of present-day circumstances, and the tools of critical analysis. In the end, social foundations was essentially a program of social studies for educators: the education school phase of social education writ large.
Updated: May. 04, 2016
In this article, the authors reflect upon, revisit, and rethink the original guidelines for using digital technologies to prepare social studies teachers in an effort to facilitate theoretical and practical discussions that may serve as a foundation from which to approach the preparation and development of social studies teachers over the next few years. The authors revisit the guidelines for using digital technologies in light of current scholarship and current contexts. They conclude that 15 years ago they focused on the Internet and the materials accessible online. Since then, the authors have seen the emergence of more advanced technologies. All of these developments have played into the concept of 21st-century classrooms. As a result, they see great value in supporting teachers to develop the critically aware dispositions that enable them to be ready and engage with online professional learning sites.
Updated: Dec. 06, 2015
In this article, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms.
Updated: Jul. 07, 2015
“Advanced Classes? They’re Only for White Kids”: How One Kansas School Is Changing the Face of Honors and Advanced Placement Courses
This study focused on students enrolled in the advanced history classes. It aimed to obtain an accurate picture of minority student enrollment in advanced placement classes at Wichita High School East. The author was interested in developing a plan of action to close the achievement gap between White and non-White students. She determined that the initial action needed was to disseminate the data to teachers and administrators to increase their awareness of the high school’s current status. The results reveal that enrollment in advanced history classes by ninth graders increased. The positive results of this study were the enhanced teacher awareness, and the increased overall student enrollment in the advanced history classes.
Updated: Apr. 29, 2015
Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis
The purpose of this study was to assess the efficacy of using online social networks with preservice history teachers. The findings revealed that the Ning was an environment that allowed for real-time discussions of praxis that engaged not only their students, but other preservice and in-service teachers from around the world. The students had meaningful conversations concerning praxis online during the semester they were required to do so. These conversations reinforced the learning occurring in this seminar and at students’ practicum sites.
Updated: Oct. 22, 2014
Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar
This article examines how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author explores how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an ex post facto relationship with teaching social studies.
Updated: Sep. 22, 2014
Teaching to and Beyond the Test: The Influence of Mandated Accountability Testing in One Social Studies Teacher’s Classroom
The author presents an extended and fine-grained analysis of the influence of state-mandated accountability testing on one social studies teacher’s classroom practice and thinking about curriculum. Two main findings are presented in this article. First, this study sheds light on the problems and frustrations that one teacher faces when confronted with a testing apparatus that limits her instructional time with students. Second, the data add support to the viewpoint that while state-mandated accountability testing does influence classroom teaching, teachers’ beliefs about subject matter and their goals for students play an equal role in shaping their classroom practice.
Updated: Sep. 16, 2014
Navigating Access and Maintaining Established Practice: Social Studies Teachers' Technology Integration at Three Florida Middle Schools
This study examines middle grades social studies teachers’ technology integration in their classrooms. The participant teachers indicated their beliefs that technology integration was important for student learning and that students learned best in an active, hands-on, classroom. However, few teachers required students to gather and analyze information in the class setting. The findings suggest that multiple factors influence the teachers’ practices, including access and functionality of technology, teacher attitude toward and comfort with technology, and teaching philosophy and pedagogical practice.
Updated: Sep. 10, 2014