Social studies teachers often feel a tension between wanting to teach for democratic citizenship and the need to cover the multiple areas of required content. This paper examines…
Abstract
Social studies teachers often feel a tension between wanting to teach for democratic citizenship and the need to cover the multiple areas of required content. This paper examines the nature of this tension, critically examines democratic citizenship as a universally understood process, and suggests a guiding question to assist social studies teachers with how to remain focused on the purpose of their field while also teaching mandated curriculum. The implications of this guiding question for classroom practice are discussed.
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James Shiveley and Thomas Misco
This article argues that the teaching of generalizations in today’s social studies classrooms is seldom done well, if at all, and that it is time to reestablish this strategy as…
Abstract
This article argues that the teaching of generalizations in today’s social studies classrooms is seldom done well, if at all, and that it is time to reestablish this strategy as part of the everyday practice of social studies teachers. The authors review the history and value of generalizations in the classroom and provide some practical applications and examples of their use. The case is made that such practice will not only enhance the vibrancy of social studies classes and increase student interest, but will also enhance understanding of the content and improve the development of citizenship skills.
James M. Shiveley, Teresa McGowan and Ellen Hill
Miami University is a mid-sized public institution in southwest Ohio. Regarded as a “public ivy,” Miami has always prided itself on its high quality, liberal arts-focused…
Abstract
Miami University is a mid-sized public institution in southwest Ohio. Regarded as a “public ivy,” Miami has always prided itself on its high quality, liberal arts-focused, undergraduate programs. Teacher Education has been an important part of that focus for over 100 years. Accredited by National Council for Accreditation of Teacher Education (NCATE) since 1954, Miami graduates approximately 600 educators each year across 35 programs at both the undergraduate and the graduate levels. This chapter represents the combined stories of three individuals who were heavily engaged in Miami's 2009 NCATE accreditation process: Teresa McGowan, the unit's NCATE coordinator; Ellen Hill, the unit's Director of Clinical Experiences; and James Shiveley, the chair of the Department of Teacher Education. We each provide a brief contextual backdrop for our NCATE experience, explain the primary challenges we faced as we prepared for the NCATE accreditation review and how we worked to overcome these, and describe our perspective of the weeks leading up to and including the final Board of Examiners (BOE) visit. Many more people were, of course, essential in the preparation for Miami's NCATE visit, and we do not imply that our views or contributions were in any way more critical than others. This chapter is simply our story.
Michael H. Abel is the manager for Domain Quality and Development at Western Governors University (WGU) in the United States and assists faculty in developing detailed…
Abstract
Michael H. Abel is the manager for Domain Quality and Development at Western Governors University (WGU) in the United States and assists faculty in developing detailed descriptions of the domains of knowledge, skill, and ability that serve as the basis for academic program and assessment development. As a co-developer of the WGU Teachers College assessment programs, Michael designed specialized databases for standards alignment and domain development and created and administered training for test item writers and editors. He also served as senior assessment developer and editor when the WGU Teachers College assessment program went university wide. Michael received an MA in International Relations from the University of Southern California and a BA in German from Brigham Young University. He is co-author of a test item development guide, The Art of Item Development.
I contend that traditional ways of conceptualizing the “disclosure dilemma” are limited due to a lack of attention to the more subtle ways teachers’ personal experiences and…
Abstract
I contend that traditional ways of conceptualizing the “disclosure dilemma” are limited due to a lack of attention to the more subtle ways teachers’ personal experiences and understandings help shape their practices. The decision to “dis-close” personal opinions on a controversial issue is, perhaps, less important than the exploration of what those personal opinions are and the degree of influence on pedagogy regardless of the decision to make those opinions public. In this way, disclosure can be understood as simply a willingness to be transparent about positionality with regard to the content being taught. As context for this conversation, I offer discussion of my experiences as an elementary social studies teacher educator in which I strived to engage such transparency as both method and content. In the end, I offer reflections about what is difficult, yet critically important about engaging in this work.
Meghan McGlinn Manfra and John K. Lee
In this qualitative case study we explored the experiences of low- achieving students responding to an educational blog. Our intention was to leverage the unique affordances of…
Abstract
In this qualitative case study we explored the experiences of low- achieving students responding to an educational blog. Our intention was to leverage the unique affordances of blogs to teach United States history concepts primarily by providing access to digital primary sources and facilitating on-line participation. Overall, our findings point to the positive potential of blogs to enhance instruction with low-achieving students. We found the integration of the educational blog provided an effective instructional format to differentiate content instruction and deliver “equity pedagogy.” In this study student participation increased, students engaged in historical work (although tentative), and the resources activated their prior knowledge. Rather than withholding Web 2.0 technologies from low-achieving students we encourage teachers to use them to meet the unique learning needs of all of their students. With thoughtful scaffolding, it appears teachers might be able to leverage the unique features of blog-based activities to improve student experiences.
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Lori B. Holcomb, Candy Beal and Amanda Robertson
This paper represents an overview of our journey utilizing and integrating technology in the social studies context. We describe and explain our initial efforts that used Web 1.0…
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This paper represents an overview of our journey utilizing and integrating technology in the social studies context. We describe and explain our initial efforts that used Web 1.0 and then trace our development to our most recent project that incorporates and capitalizes on Web 2.0 technologies. We provide an in-depth look at the learning experiences we designed and developed using Web 2.0 technologies. In addition, the paper details how the use and integration of Web 2.0 tools allow students to engage in authentic, problem-based learning anchored in Russian history and culture. From static to fluid, our projects have demonstrated that social studies’ future, and the development of our students as global citizens, must be intertwined with technology.
Adam M. Friedman and Emily R. Garcia
Mobile devices are increasingly prevalent and may have large ramifications for social studies education, but there has been limited research as to their effectiveness. This study…
Abstract
Mobile devices are increasingly prevalent and may have large ramifications for social studies education, but there has been limited research as to their effectiveness. This study utilized an Apple iPad to explore how a specific application (Explore 9/11) impacted secondary student interactions with primary source narratives and their influence on historical empathy during a War on Terrorism unit in a United States history course. Three sections utilized the iPad, while two used resources found on the iPad, but not the iPad itself. The study found that students using mobile devices had positive experiences in interacting with primary source documents. Students, further, were able to develop a sense of historical empathy as they came across the firsthand accounts of seven individuals’ experiences on September 11, 2001 regardless of whether or not they used the iPads. These findings, as well as their implications for social studies education are discussed.
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Glenn Rideout and Larry Morton
The puposes of this study is to examine the impact of primarily bureaucratic socialization; and demographic, experiential, and philosophical orientations (beliefs about key…
Abstract
Purpose
The puposes of this study is to examine the impact of primarily bureaucratic socialization; and demographic, experiential, and philosophical orientations (beliefs about key educational concepts) variables on teacher candidates' pupil control ideology (PCI) during a pre‐service teacher education program. The relationship between philosophical orientations and changes to PCI is of particular interest.
Design/methodology/approach
Data collected at the beginning and end of their teacher education program from 474 teacher candidates were analysed using multivariate analyses.
Findings
Practicum socialization experiences were more closely associated with participants' PCI at the end of the teacher education program than any of the demographic, experiential, or philosophical orientation variables.
Research limitations/implications
An examination of interaction effects among the variables revealed a limited number of situations where the interaction of particular beliefs, demographic, and experience variables appear to minimize the shift to a more custodial PCI. Specific implications are identified in relation to males and elementary teaching, urban practicum placements, and pre‐service teacher education curriculum units pertaining to authenticity of beginning teacher practices.
Originality/value
The study provides a framework within which educators may examine the authenticity of beginning teachers' practice. In particular, educators may wish to carefully consider the evidence suggesting that pre‐service teachers practice may be inauthentic, that is, primarily imitative as a result of custodializing socialization factors, but only in particular circumstances associated with their predominantly humanistic beliefs about education.