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Article
Publication date: 1 November 2012

Bárbara C. Cruz and Stephen J. Thornton

Because of its conceptually dense character, social studies can be difficult to learn. Educators often struggle to find ways to teach higher-order thinking and make academic…

1175

Abstract

Because of its conceptually dense character, social studies can be difficult to learn. Educators often struggle to find ways to teach higher-order thinking and make academic language and concepts comprehensible for English language learners (ELLs). Visuals may be the key to effective social studies instruction for this student population. Images can be located and obtained easily through the Internet, meshing well with the learning styles of today’s adolescents. This article presents some of the most promising approaches—including historical photographs, paintings and illustrations, maps, propaganda posters, and graphic organizers— that can be used with learners at all levels of language proficiency.

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

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Article
Publication date: 25 November 2013

Stephen Thornton

137

Abstract

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Performance Measurement and Metrics, vol. 14 no. 3
Type: Research Article
ISSN: 1467-8047

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Article
Publication date: 29 June 2012

Stephen Thornton

251

Abstract

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Performance Measurement and Metrics, vol. 13 no. 2
Type: Research Article
ISSN: 1467-8047

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Publication date: 6 April 2001

Stephen J. Thornton

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Subject-specific instructional methods and activities
Type: Book
ISBN: 978-1-84950-040-1

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Article
Publication date: 1 March 2016

Paul J. Yoder, Amanda Kibler and Stephanie van Hover

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies…

3451

Abstract

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

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Article
Publication date: 11 July 2016

Joan Stein

199

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Performance Measurement and Metrics, vol. 17 no. 2
Type: Research Article
ISSN: 1467-8047

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Article
Publication date: 8 July 2014

J. Stephen Town

110

Abstract

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Performance Measurement and Metrics, vol. 15 no. 1/2
Type: Research Article
ISSN: 1467-8047

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Article
Publication date: 1 February 1999

Tom Ling

In the summer of 1998 the National Health Service (NHS) Confederation in the UK used the opportunity provided by the celebrations marking the 50th anniversary of the NHS to engage…

360

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In the summer of 1998 the National Health Service (NHS) Confederation in the UK used the opportunity provided by the celebrations marking the 50th anniversary of the NHS to engage in an exercise designed to stimulate thinking about the future of health services in Britain. A key part of this involved the creation of two possible future environments of the NHS. These became known as “the Madingley Scenarios”. In this article, the context of this work is briefly outlined before describing the main drivers that are shaping this environment (technology and information, new power structures, the changing relat ion ship with the living environment, and the effect of social and cultural change). The scenarios themselves are then outlined followed by some reflections on the value of this work in healthcare and beyond.

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Foresight, vol. 1 no. 1
Type: Research Article
ISSN: 1463-6689

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Article
Publication date: 1 September 2006

286

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Performance Measurement and Metrics, vol. 7 no. 3
Type: Research Article
ISSN: 1467-8047

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Article
Publication date: 1 November 2010

Paul G. Fitchett, Tehia V. Starker and Amy J. Good

The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to…

2572

Abstract

The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to understand how pre-service grades 6-12 social studies practitioners construct culturally responsive teaching (CRT) in their lesson planning. In addition, we examined the professional barriers that prevented teacher-candidates from actualizing culturally responsive pedagogy. Incorporating a conceptual model of Review, Reflect, and React, 20 teacher candidates in a social studies methods course engaged CRT theory and practice. Thematic analysis of lesson plans and clinical reflections indicated successful proponents of CRT critically analyzed their curriculum, explored the diverse needs of their students, and engaged learners in culturally appropriate social studies pedagogy. Findings also showed that unsuccessful CRT was characterized by a lack of content knowledge, resistance from the cooperating teacher, and a reliance on the textbook materials.

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Social Studies Research and Practice, vol. 5 no. 3
Type: Research Article
ISSN: 1933-5415

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