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Article
Publication date: 1 July 2009

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…

4292

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.

Details

Social Studies Research and Practice, vol. 4 no. 2
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 November 2016

Thomas Misco, Gavin Pond and Mindy Spearman

Labor history is an important social studies topic often neglected in both textbooks and classrooms. We argue for the importance of including labor history in social studies and…

480

Abstract

Labor history is an important social studies topic often neglected in both textbooks and classrooms. We argue for the importance of including labor history in social studies and for the unique value of editorial cartoons as an educational resource to meet the challenge of making labor history relevant and engaging to students. Editorial cartoons are a unique form of visual rhetoric. To understand the meanings contemporary readers would have made from the cartoons, students need to engage both visual and written symbols that were current at the time of publication. These efforts help develop essential historical thinking skills by bridging semiotic gaps that impede meaningful understandings of history. A critical analysis of labor-related editorial cartoons not only helps students understand labor history, but also develops the skill of analyzing visual rhetoric, an invaluable tool for civic life in an information society saturated with images designed to persuade. Additionally, political cartoons that illustrate issues of exploitation, marginalization, and oppression provide unique and engaging points of entry for classroom discussions about issues of social justice, particularly as it relates to labor. To aid practicing social studies teachers, this article includes specific pedagogical approaches, resources, and examples of labor-related editorial cartoons that social studies teachers can introduce into their classrooms.

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Social Studies Research and Practice, vol. 11 no. 3
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 November 2008

Frans Doppen, Thomas Misco and Nancy Patterson

This study describes the complex state of social studies instruction in Ohio. It explores teacher conceptualizations of the purpose of social studies and the impact of state…

20

Abstract

This study describes the complex state of social studies instruction in Ohio. It explores teacher conceptualizations of the purpose of social studies and the impact of state standards and high-stakes testing on the citizenship mission of social studies. Understanding the impact of state standards and high-stakes testing on the citizenship mission of social studies is essential for teachers as they attempt to respond to this mission while simultaneously ensuring student mastery of prescribed content. Unfortunately, the findings show that teachers may not recognize the congruence of this mission with state standards and high-stakes testing. Although some of the instructional strategies the teachers in this study reported using were aligned with Ohio’s goals, other pedagogical issues, such as infrequent attention to multiple perspectives, lack of document analysis, and infrequent attention to economic concepts require attention.

Details

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

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Article
Publication date: 1 November 2016

Michelle D. Cude, Ashley Taylor Jaffee, Philip David Dillard, John Hulsey and Alison Sandman

This case study investigated how a collaborative, interdisciplinary partnership supported pre-service teachers’ approach to integrating content and pedagogy in coursework and…

850

Abstract

This case study investigated how a collaborative, interdisciplinary partnership supported pre-service teachers’ approach to integrating content and pedagogy in coursework and field-based experiences at a large, public university. The collaboration involved articulating shared goals and objectives, planning and teaching co-requisite courses, and sharing a vision of shaping future social studies teachers. The research questions that framed this study were: What elements contributed to a successful collaborative, interdisciplinary partnership? How did faculty involved in the collaboration conceptualize supporting pre-service teachers’ development of pedagogical content knowledge (PCK)? The voices of the faculty members involved in this collaboration are highlighted to illustrate how they conceptualized meeting the needs of pre-service social studies teachers. Findings included identifying the constraints and benefits of partnerships as well as contributing factors to a successful interdisciplinary partnership. Identifying the evolving definition and role of PCK in the training of future social studies teachers is also addressed.

Details

Social Studies Research and Practice, vol. 11 no. 3
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 April 2004

Georgios I. Zekos

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way…

11803

Abstract

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Details

Managerial Law, vol. 46 no. 2/3
Type: Research Article
ISSN: 0309-0558

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Article
Publication date: 20 November 2017

Colette Rabin and Grinell Smith

The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective…

1902

Abstract

Purpose

The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective dimensions of educative experiences for how they might forward an ethical ideal of caring.

Design/methodology/approach

This case study was conducted in a second-grade classroom at a small, diverse, urban, independent K-8th grade elementary school. Data were gathered from six sources: notes from the participating second-grade teacher’s planning meetings over the course of a two and a half month unit of instruction about genealogy; lesson plans and observation notes; interviews of participating teachers; interviews with participating students; surveys of students; and the second-grade teacher’s reflective journal. The authors took a phenomenological approach to data analysis, examining the entire data set and conducting inductive interpretive coding to identify emergent themes.

Findings

The authors found that adopting the theoretical perspective of care ethics helped a novice elementary teacher revise his/her approach to social studies instruction. Care ethics led to the teacher coming to see himself/herself as a teacher of care ethics, focusing on dialogue over stories to teach caring in diverse contexts, and highlighting social aspects of the curriculum. The students’ descriptions of their learning indicate that they perceived a larger purpose for their social studies lessons – in this case, participation in social life – and that this perception contributed to their engagement.

Research limitations/implications

The study was conducted at one school site where the teachers enjoyed the intellectual freedom to infuse new perspectives such as care ethics into their curriculum. More research needs to be done to explore the feasibility of application of these ideas elsewhere.

Practical implications

Implications include how adopting an ethic of care provides a larger purpose for social studies that may deepen the educative experience, both for the teacher and for the students. Adopting an ethic of care in social studies might help cultivate students’ inclination to act in more caring ways toward one another.

Originality/value

This paper addresses the overlooked ethical purposes of teaching social studies from a care ethics perspective.

Details

Social Studies Research and Practice, vol. 12 no. 3
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 24 September 2024

Sheldene Simola

This article discusses the underlying teaching framework of relational cultural theory (RCT), as well as additional teaching practices used within a doctoral-level…

22

Abstract

Purpose

This article discusses the underlying teaching framework of relational cultural theory (RCT), as well as additional teaching practices used within a doctoral-level, interdisciplinary social studies course on critical social justice. Areas for future development are identified.

Design/methodology/approach

A research-engaged, conceptual report on practice was used to identify and integrate relevant scholarship for the purpose of formulating and analyzing teaching practices for this type of course, and to iteratively identify possible directions for future development.

Findings

RCT is a generative, underlying teaching framework for the interdisciplinary social study of critical social justice. Additional teaching practices including a community agreement to guide challenging discussions; participant-led presencing activities at the outset of classes; and, co-creation by participants of the content topics can be fruitfully embedded within RCT. Potential future development could include team-based, community-engaged, experiential term projects aimed at further deepening interdisciplinarity and civic engagement skills.

Practical implications

Practical guidance is provided on the use of RCT, community agreements, co-creation, presencing activities and Indigenous land acknowledgments or contemplations on Indigenous works.

Social implications

RCT can be used across different educational levels or contexts. Practices of co-creation, presencing and contemplation of Indigenous works are receiving increased consideration in diverse contexts. However, conventional grading procedures can be inconsistent with critical social justice, suggesting the need for research-engaged policy review.

Originality/value

This article responds to recent scholarly calls for discussion of teaching practices in the interdisciplinary, social study of critical social justice in post-secondary education.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

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Book part
Publication date: 4 December 2012

Sue Myburgh and Anna Maria Tammaro

Purpose – Changes in the environment – political, economic, social, educational and technological – have demanded changes in many areas of work, most particularly in the roles and…

Abstract

Purpose – Changes in the environment – political, economic, social, educational and technological – have demanded changes in many areas of work, most particularly in the roles and tasks of those involved in the preservation and transmission of cultural heritage, and interpersonal information intervention. Sending, storing and receiving digital information are commonplace activities, and now formally constructed digital libraries constitute an important component of this virtual information environment. Similar to traditional physical libraries, digital libraries are constructed for particular purposes, to serve particular clienteles or to collect and provide access to selected information resources (whether text documents or artefacts). Information intermediaries – or digital librarians – in this transformed information environment must learn new skills, play different roles and possess a new suite of competencies.

Design, methodology and approach – Myburgh and Tammaro have, for several years, examined the new knowledge, skills and competencies that are now demanded, in order to design and test a curriculum for digital librarians which has found expression in the Erasmus Mundus Master's in Digital Library Learning (DILL), now in its sixth year.

Findings – The chief objective of the Digital library program is to prepare information intermediaries for effective contribution to their particular communities and societies, in order to assist present and future generations of digital natives to negotiate the digital information environment effectively. This includes, for example, the necessity for digital librarians to be able to teach cultural competency, critical information literacies and knowledge value mapping, as well as understanding the new standards and formats that are still being developed in order to capture, store, describe, locate and preserve digital materials.

Research limitations – In this chapter, we propose describing the work we have done thus far, with special reference to the development of a model of the role of the digital librarian, including competencies, skills, knowledge base and praxis.

Social implications – Amongst the various issues that have arisen and demanded consideration and investigation are the importance of a multidisciplinarity dimension in the education of digital librarians, as information work is orthogonal to other disciplinary and cultural categorisations; that a gradual convergence or confluence is being identified between various cultural institutions which include libraries, archives and museums; the new modes of learning and teaching, with particular regard to knowledge translation and the learner-generated environment or context; and possibly even a reconsideration of the role of the information professional and new service models for their praxis.

Originality/value – The chapter tries to evidence the present debate about digital librarianship in Europe.

Details

Library and Information Science Trends and Research: Europe
Type: Book
ISBN: 978-1-78052-714-7

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Article
Publication date: 15 November 2011

Anna Marie Johnson, Claudene Sproles and Robert Detmering

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

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Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

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

Details

Reference Services Review, vol. 39 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 12 March 2021

Karyn A. Allee-Herndon, Annemarie B. Kaczmarczyk and Rebecca Buchanan

The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their…

346

Abstract

Purpose

The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed.

Design/methodology/approach

This study used purposive sampling of two sections of an elementary writing methods course. Students were grouped into Professional Learning Communities (PLCs) to design an integrated thematic English Language Arts (ELA), Social Studies and Social Justice unit. At the conclusion of their project, components of their units were analyzed using the Social Justice Continuum of Teacher Development.

Findings

Overall, the results indicate that candidates were likely to plan for inclusive practices in their instructional units. There was significant attention across units to inclusive materials and content, but there was very little attention to critical or transformative practices in planning. This likely indicates candidates’ awareness about the need for diverse content but tells us little about their ability to critically analyze the power structures themselves that contribute to the need for inclusive practices.

Originality/value

Before classroom teachers can be expected to engage in critical conversations in their own classrooms, the experiences they have within their preparation programs need to be considered. These findings indicate more explicit work must be done to support candidates in their ability to critically analyze hegemonic power structures and to engage their students in learning experiences that move beyond using diverse resources into teaching advocacy strategies to students.

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