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Article
Publication date: 30 August 2021

Oluseyi Matthew Odebiyi

The purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content…

266

Abstract

Purpose

The purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content standards.

Design/methodology/approach

This study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.

Findings

The results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.

Originality/value

The study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.

Details

Social Studies Research and Practice, vol. 16 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

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Article
Publication date: 10 February 2023

Oluseyi Matthew Odebiyi

This study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6…

2665

Abstract

Purpose

This study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.

Design/methodology/approach

Seventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.

Findings

The findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.

Originality/value

The article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.

Details

Social Studies Research and Practice, vol. 18 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

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Article
Publication date: 29 June 2020

Oluseyi Matthew Odebiyi, Cynthia Sunal and Dennis Sunal

This early grades lesson set for the age group of 4–8 years explores the concepts of diversity, inclusion and friendship, involving three young students who are recent immigrants…

66

Abstract

Purpose

This early grades lesson set for the age group of 4–8 years explores the concepts of diversity, inclusion and friendship, involving three young students who are recent immigrants. The lesson set uses two companion books. In the book I am New Here, three recently immigrated young children from Guatemala, Korea and Somalia step into and experience their new school in their new country, the USA. In the companion book Someone New, their classmates explore how to reach out to and become friends with these new peers. The companion books are a resource for this lesson set, as they portray typical young learners who are immigrants exploring their identities and sources of support and how their presence and experiences challenge their classmates to find ways to support them in their new environment.

Design/methodology/approach

Students are guided to see themselves and others as unique individuals, with a range of abilities including the ability to speak different languages, to read and write in different ways so that they may initiate discussion and connect with classmates. Students occupy both the roles of new immigrant students and domestic students while they read the books, model how to interact with a new friend and represent their experiences in the lesson set.

Findings

The books promote young learners' interactions within and across groups. Both the domestic and immigrant students are encouraged to approach the experience of difference in school spaces as mutually beneficial, providing opportunities to learn more about self and others, as well as to develop a sense of inclusivity and friendship.

Originality/value

Someone New and I am New Here are companion books that together present a story of diversity, inclusion and friendship rendered in different perspectives. Efforts are made by three young students, who are immigrants from Guatemala, Korea and Somalia, and their classmates to understand and relate to each other. The books promote young learners’ interactions within and across groups.

Details

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

Keywords

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Article
Publication date: 4 December 2019

Oluseyi Matthew Odebiyi, Cynthia Sunal and Dennis Sunal

The purpose of this paper – an early grades lesson set for ages 4–7 – is to explore the concepts of identity and individual development, involving young students in reflection on…

85

Abstract

Purpose

The purpose of this paper – an early grades lesson set for ages 4–7 – is to explore the concepts of identity and individual development, involving young students in reflection on their own identity as they have everyday experiences. This lesson set uses the book, Why am I me?, as a resource to portray typical young learners’ exploring their identities as they encounter others at school and in public places.

Design/methodology/approach

The storyline describes students’ identity and how students can contribute to promoting oneness and compassion at school.

Findings

The storyline describes how young learners think about themselves and others as unique individuals while also recognizing the characteristics connecting individuals together and making us human.

Originality/value

The aim is to help young learners develop self-awareness and awareness of others. The lesson sequence builds awareness on nurturing connection, compassion and oneness among young learners.

Details

Social Studies Research and Practice, vol. 15 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

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Article
Publication date: 23 May 2017

Cynthia Sunal and Oluseyi Matthew Odebiyi

This early grades lesson for ages 4-7 explores the concept of bullying, focusing on its occurrence among students in day-to-day school experiences. The purpose of this paper is to…

151

Abstract

Purpose

This early grades lesson for ages 4-7 explores the concept of bullying, focusing on its occurrence among students in day-to-day school experiences. The purpose of this paper is to depict typical bullying occurring in school, for example, during peer play using the book Red as a resource.

Design/methodology/approach

The story line describes bullying and how one’s actions can contribute to promoting and to preventing bullying.

Findings

The story line describes bullying and how one’s actions can contribute to promoting and to preventing bullying.

Practical implications

The lesson sequence builds awareness of the consequences of bullying and how to deal with bullying when it occurs. The focus is on non-aggressive, non-provoking, active approaches to responding to bullying.

Originality/value

The aim is to help students develop anti-bullying behaviors and to make school a safe place for every student.

Details

Social Studies Research and Practice, vol. 12 no. 1
Type: Research Article
ISSN: 1933-5415

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