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Article
Publication date: 1 July 2015

Anthony Pellegrino, Joseph L. Adragna and Kristien Zenkov

Music has been an integral part of humanity’s culture for millennia. Like many other artifacts of culture, songs have: expressed a range of feelings, informed listeners of…

53

Abstract

Music has been an integral part of humanity’s culture for millennia. Like many other artifacts of culture, songs have: expressed a range of feelings, informed listeners of historical and political issues, and provoked social awareness and change at every level of sophistication. In nearly all corners of the globe, music is woven deeply into the fabric of life and significantly affects and reflects the contexts in which it is written and shared. Our almost universal passion for music, bolstered by its importance as an artifact of culture and history, has not resulted in the integration of musical forms and texts in our classrooms in any systematic or conspicuous way. In that context, we propose a framework for integrating music in the social studies classroom. Our example comes from two individuals who lived very different lives, yet experienced some tragic parallels confronting fascism at various points in history. The music and writing these individuals left behind enable us to explore best practices in social studies and literacy in particularly engaging ways.

Details

Social Studies Research and Practice, vol. 10 no. 2
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 March 2013

Anthony M. Pellegrino, Kristien Zenkov and Nicholas Calamito

This paper describes an integrated unit of study conducted with middle school students who— after being asked to consider the profound and potentially nebulous question, “What…

8

Abstract

This paper describes an integrated unit of study conducted with middle school students who— after being asked to consider the profound and potentially nebulous question, “What does it mean to be an American citizen?”—were directed to respond by developing performance poetry and highlighting themes with visual images they created, found, or manipulated. The goal of our project was to engage youth in what might be understood as a noncontroversial exploration of their conceptual considerations of citizenship. But we hoped to engage them in considering the topic more deeply and in new ways. We appealed to the tools of today’s visual culture, which resulted in creative outputs attentive to contentious early 21st century notions of national identity. We present findings and outline the steps taken to develop and deliver this unit to these students and thus aid other practitioners interested in helping young people to cultivate richer concepts of citizenship.

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Social Studies Research and Practice, vol. 8 no. 1
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 3 September 2020

Anthony Pellegrino and Clara Lee Brown

The number of English learners (ELs) has increased dramatically in the public schools across the nation. In 2000, 3.8 m students, or approximately 8% of the US public school…

477

Abstract

Purpose

The number of English learners (ELs) has increased dramatically in the public schools across the nation. In 2000, 3.8 m students, or approximately 8% of the US public school student population, were identified as ELs. In 2016, the number reached 4.9 m or 9.6% of the general student population. In some states, the rise in the EL population has been even more pronounced. Their increased presence in content classes poses opportunities as well as great challenges for teachers. As these learners are learning fundamental language skills, they are also responsible for learning content and skills associated with various disciplines. In social studies, it includes developing a foundational understanding of US history, geography and government, while also developing the ability to comprehend, analyze and evaluate complex informational texts, which include contextualized language, low-incidence concepts and discrete facts.

Design/methodology/approach

One way schools are adapting practice for ELs is through collaboration between general education and EL resource teachers. This article reports findings from interviews with a high school social studies teacher and an English as a second language (ESL) colleague.

Findings

The collaboration between these two teachers illustrated how specific strategies thoughtfully designed, yet sensibly implemented, can help teachers feel effective and empowered in their social studies classes. Their story also highlighted ways they have worked together in spite of the system confines.

Originality/value

Together, the authors hope their experiences inform teachers, teacher educators and school leaders about the importance of adapting practices for ELs in social studies and the power of collaboration to make those efforts successful.

Details

Social Studies Research and Practice, vol. 15 no. 2
Type: Research Article
ISSN: 1933-5415

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Book part
Publication date: 25 October 2016

Margaret P. Weiss and Anthony Pellegrino

Both broad and discipline-specific curriculum standards have shifted from a focus on learning discrete content material to a broader understanding of the processes used by…

Abstract

Both broad and discipline-specific curriculum standards have shifted from a focus on learning discrete content material to a broader understanding of the processes used by disciplinary experts. Using the example of historical thinking in history/social studies, we discuss how this shift may impact students with disabilities and their participation in the general education curriculum and classroom. Specific examples of what close reading and sourcing look like in the classroom and how researchers in special education have addressed them are provided. We conclude with how this shift in thinking about process over the regurgitation of facts may be both advantageous and overwhelming to students with disabilities and their teachers.

Details

General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved
Type: Book
ISBN: 978-1-78635-543-0

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Available. Content available
Book part
Publication date: 25 October 2016

Abstract

Details

General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved
Type: Book
ISBN: 978-1-78635-543-0

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Article
Publication date: 1 November 2012

Stewart Waters and William B. Russell III

Cultural geography is a unique, diverse, contested, and at times, confusing branch of study in the geography curriculum. Much like many other sub-branches of the social sciences…

95

Abstract

Cultural geography is a unique, diverse, contested, and at times, confusing branch of study in the geography curriculum. Much like many other sub-branches of the social sciences, there has been significant controversy and struggle over the place of cultural geography in the curriculum. This article encourages social studies teachers to consider new approaches to teaching cultural geography concepts, while also utilizing a variety of instructional methods to engage students in a meaningful and enriching exploration of cultures all over the world. A rationale is discussed for incorporating the use of monuments and memorials as an instructional tool to teach cultural geography. In addition, this article provides teachers with a classroom tested activity on how monuments and memorials can be used as instruments to study cultural geography and how this topic can be implemented into a secondary geography or history classroom.

Details

Social Studies Research and Practice, vol. 7 no. 3
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 January 1994

Edmund D. Pellegrino and Richard A. Gray

A species of moral malaise afflicts the professions today, a malaise that may prove fatal to their moral identities and perilous to our whole society. It is manifest in a growing…

289

Abstract

A species of moral malaise afflicts the professions today, a malaise that may prove fatal to their moral identities and perilous to our whole society. It is manifest in a growing conviction even among conscientious doctors, lawyers, and ministers that it is no longer possible to practice their professions within traditional ethical constraints. More specifically, the belief is taking hold that unless professionals look out for their own self‐interest, they will be crushed by commercialization, competition, government regulation, malpractice actions, advertising, public and media hostility, and a host of other inimical socio‐economic forces. This line of reasoning leads the professional to infer that self‐interest justifies compromises in, and even rejection of, obligations that standards of professional ethics have traditionally imposed.

Details

Reference Services Review, vol. 22 no. 1
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 2 October 2019

Tessa Withorn, Carolyn Caffrey, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of…

6761

Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

Findings

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 19 December 2013

Anthony F. Camilleri and Anne-Christin Tannhäuser

Open Courseware, in many ways, was the starting point towards mainstream discussion and adoption of open learning, particularly in higher education. In its first iteration, the…

Abstract

Open Courseware, in many ways, was the starting point towards mainstream discussion and adoption of open learning, particularly in higher education. In its first iteration, the concept specifically excluded assessment recognition, and credentialisation, which aims to ‘liberate’ knowledge without shattering the designing, teaching and awarding processes traditional education has relied upon for decades, if not centuries.

Details

Openness and Education
Type: Book
ISBN: 978-1-78190-685-9

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Book part
Publication date: 25 November 2021

Julie Petrokubi and Sarah Pierce

In the past five years, state education agencies (SEAs) have increased the number of social and emotional learning (SEL) policies, oftentimes engaging stakeholders across the…

Abstract

In the past five years, state education agencies (SEAs) have increased the number of social and emotional learning (SEL) policies, oftentimes engaging stakeholders across the state. However, few use multiple sources of stakeholder engagement data to develop and improve their SEL standards and resources (Yoder, Dusenbury, Martinez-Black, & Weissberg, 2020). This chapter describes the experience of a nonprofit research organization supporting an SEA and a volunteer workgroup in Washington state to gather and use several forms of stakeholder input and feedback in developing statewide SEL guidance for K-12 educators. Operating from a research–practice partnership framework (Coburn & Penuel, 2016), the team assisted the workgroup members in applying both an ecological systems theory perspective (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 2006) and an equity lens to their work through an iterative process of data collection, interpretation, and use. This chapter describes the process and outcomes of this research–practice partnership and provides examples of how the workgroup incorporated stakeholder input and feedback into the development of SEL guidance and resources. We offer insights and lessons learned from these efforts to expand the perspectives represented in SEL research and policymaking. Our aim is to highlight the importance of stakeholder engagement to ensure that SEL guidance considers the priorities and values of diverse communities, especially historically marginalized communities. We hope to encourage more research–practice partnerships to investigate and amplify community perspectives in SEL.

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