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Involving students with autism in social studies

Reeves, Linda Mauricio; Santoli, Susan - In: Social Studies Research and Practice 13 (2018) 1, pp. 59-71

Purpose The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes. Originality/value Despite the growing numbers of students...

Persistent link: https://www.econbiz.de/10015027845

Mentoring beyond the politics of fear

Russel Magill, Kevin; Harper, Tracy D.; Smith, Jess; … - In: Social Studies Research and Practice 15 (2020) 1, pp. 33-47

Purpose The purpose of this paper is to examine multiple dimensions of reflexive and reciprocal mentorship as they work through the fear of teaching challenging and politically charged ideas. Design/methodology/approach This piece is a case study of the complex instances of reciprocal mentorship...

Persistent link: https://www.econbiz.de/10015027852

K-5 social studies content standards: investigating critical thinking for informed action

Odebiyi, Oluseyi Matthew - In: Social Studies Research and Practice 16 (2021) 3, pp. 203-217

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...

Persistent link: https://www.econbiz.de/10015027854

The learner's pathway to argumentation: an analysis of social studies inquiry design

Fitzgerald, Jason - In: Social Studies Research and Practice 18 (2023) 3, pp. 198-217

Purpose The purpose of this paper is to illuminate for social studies teachers and teacher educators the ways in which students' disciplinary writing is scaffolded within the context of the inquiry design model; trends in such scaffolding are called “the learner's pathway,” since it leads...

Persistent link: https://www.econbiz.de/10015027859

Justice-oriented global education within three world history teachers' worldviews and practice

Shatara, Hanadi - In: Social Studies Research and Practice 17 (2021) 1, pp. 114-125

Purpose The purpose of this study is to present the development of justice-oriented worldviews among three New York City public school global history teachers and its manifestations in their curriculum and practice. Design/methodology/approach This qualitative study, part of a larger study,...

Persistent link: https://www.econbiz.de/10015027864

Exploring exemplars in elementary teacher education

Dobrick, Alison Asher; Fattal, Laura - In: Social Studies Research and Practice 13 (2018) 1, pp. 72-83

-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher … and led to artistic expression. Findings Through lessons like these, teacher-candidates learned to meet arts, social … challenge of teaching for social justice by integrating the arts with core academic areas, including social studies. Practical …

Persistent link: https://www.econbiz.de/10015027872

A paradox of place: civic education in the rural south

Moffa, Eric - In: Social Studies Research and Practice 14 (2019) 1, pp. 105-121

Purpose Due to the complexities of place and the limited knowledge of citizenship education in rural contexts, the purpose of this paper is to examine civics teachers’ perceptions of place in rural schools and its influence on their decision making about the curriculum....

Persistent link: https://www.econbiz.de/10015027874

The elephant in the classroom: a comparative study of civics end-of-course assessment

Furgione, Brian; Evans, Kelsey; Walker, Irenea; Russell … - In: Social Studies Research and Practice 13 (2018) 2, pp. 168-184

Purpose Over the last 40 years, K-12 education has seen a continuous and significant increase in the amount of mandated standardized testing. This rise in standardized testing has led many in the field to question the extent to which these tests are affecting students, teachers and schools. The...

Persistent link: https://www.econbiz.de/10015027887

Meeting the demands of the C3 framework in elementary social studies methods

Neel, Michael Alan; Palmeri, Amy - In: Social Studies Research and Practice 12 (2017) 3, pp. 358-371

Purpose In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of...

Persistent link: https://www.econbiz.de/10015027890

“Escape the Room” – a strategy for problem-based learning and student inquiry

Pearcy, Mark; Guise, Eric; Heller, Dana - In: Social Studies Research and Practice 14 (2019) 3, pp. 306-320

Purpose Problem-based learning (PBL) has long been a regular feature in professions outside K-12 education and is growing in social studies education in recent years. PBL is built around student inquiry into an “ill-structured” or “messy” problem (Wieseman and Cadwell, 2005, p. 11)....

Persistent link: https://www.econbiz.de/10015027906