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Descriptors:
Teaching Methods; Teacher Recruitment; Social Studies; Teacher Characteristics; Foreign Countries; Effect Size; Knowledge Base for Teaching; Secondary School Teachers; History; Teacher Attitudes; Pedagogical Content Knowledge; Teacher Background

Abstract:
Case studies have pointed out that teachers' disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly affect teachers' knowledge, conceptions about the discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers' subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers' subject matter knowledge and pedagogy. (Contains 7 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Nonfiction; Novels; Preservice Teachers; History Instruction; Credibility; Cartoons; Social Studies; Teaching Methods; Thinking Skills; Student Attitudes; Decision Making; Reading Materials; Preservice Teacher Education

Abstract:
This article examined the value of using nonfiction graphic novels as historical narratives in the social studies curriculum. Preservice teachers evaluated several graphic novels and identified attributes of graphic novels that could contribute to students' development of historical thinking and understanding of multiple perspectives. Despite the preservice teachers' value for graphic novels as resources and their desire to use them in their future classrooms, all of the preservice teachers identified reasons why they would not be able to use graphic novels in their future school context. The findings suggested that the preservice teachers' desire to be accepted by their school community took precedence over their intention to use resources that they deemed engaging and beneficial for student learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prior Learning; Social Studies; Death; History Instruction; Teaching Methods; Units of Study; Guidelines; Museums; European History; Jews; War

Abstract:
Students often bring considerable prior information about the Holocaust to their study of the event, with much of that knowledge being inaccurate or incomplete. In addition, the Shoah's complexity necessitates that teachers establish a well-defined framework as they introduce the topic to their students. This article outlines an opening lesson for a Holocaust unit in which students develop a definition of the event by completing a multistep process that deconstructs the United States Holocaust Memorial Museum's definition of the Shoah. Through this process, teachers gain valuable information about students' prior knowledge while establishing a structured approach to the teaching of the event. In addition, students' content knowledge of the Shoah is expanded as critical topics about the event are introduced at the start of their study of the topic. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Class Activities; Preservice Teachers; Pedagogical Content Knowledge; Social Studies; Elementary School Teachers; Student Attitudes; Student Projects; Teaching Methods; History; Inquiry; Knowledge Base for Teaching

Abstract:
The purpose of the study was to examine if and how elementary preservice teachers' perceptions about history were changed upon their completion of a class project that engaged them in a discipline-specific inquiry as a method of teaching history. Surveys were administered to assess any changes in their perception of the history before and after they participated in the class project. The preservice teachers' reflective writings were used to explore any themes that emerged about historical inquiry as well as to understand their development of pedagogical knowledge about teaching history. The study results provide implications for inquiry-based teaching in social studies education. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; State Standards; Educational Opportunities; Evidence; Adolescents; Social Studies; Academic Standards; History; Secondary School Teachers; Secondary School Students; Student Needs; Educational Needs; Teacher Expectations of Students; Teacher Student Relationship; History Instruction; Teaching Methods; Critical Thinking; Thinking Skills; Special Education Teachers

Abstract:
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence-based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Social Studies; Reading Comprehension; Content Area Reading; Academic Achievement; Reading Improvement; Middle Schools; Grade 8; Comparative Analysis; Reading; Pretests Posttests; Intervention; Core Curriculum; State Standards; Alignment (Education)

Abstract:
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team-based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction. (Contains 8 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Stakes Tests; Student Needs; Evidence; Foreign Countries; Science Teachers; Natural Disasters; Questionnaires; Educational Policy; Social Studies; Teacher Attitudes; Student Interests

Abstract:
This paper reports data from an exploratory questionnaire designed to capture "curriculum P-waves"--those curriculum responses that were the fastest and therefore measured first--following a significant earthquake in New Zealand. As well as taking a professional interest in a major disaster in their backyard, it is assumed that social science and science teachers' curricula responses are also influenced by the educational environments in which they work. Thus, it was of interest to chart the curriculum P-wave response to the Canterbury earthquake by teachers whose subject specialism is closely aligned to the study of extreme natural events. Analysis of data offered empirical support for curriculum P-waves across the country, with some evidence of refraction as the backwash effect of high-stakes assessment simultaneously constrained and facilitated teachers' curriculum response. Overall, the findings indicate curriculum enactment commensurate with policy that encourages teachers to be responsive to student needs and interests. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Testing; Objective Tests; Social Studies; Standardized Tests; Curriculum Development; School Administration

Abstract:
The American Historical Association's (AHA's) Commission on the Social Studies was a compilation of prominent scholars who, from 1929 to 1934, investigated social studies education in American public schools in order to provide some cohesive recommendations for teachers. The AHA Commission had a controversial ending, with one of its members, University of Iowa curriculum professor, Ernest Horn, leading a protest against the Commission's final summary volume. This historical inquiry unveils that the cause of controversy revolved around the use of objective testing (now known as standardised testing) in the social studies curriculum, resulting in two duelling camps within the Commission: those who were against the use of objective testing and those who promoted its use. The Commission, therefore, became the battleground for one of the first debates on the role of standardised testing in the school curriculum. (Contains 2 figures and 100 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; High Stakes Tests; Program Effectiveness; Social Studies; Class Size; Learner Engagement; Educational Change; Scoring Rubrics; Statistical Significance; Scores; Effect Size; Correlation; Regression (Statistics); Evaluation

Abstract:
Social studies researchers across a wide geographical area assessed the degree of authentic intellectual challenge present in a diverse sample of U.S. classrooms, investigated whether students from different social and academic contexts were more likely to encounter authentic pedagogy than others, and examined how the level of authentic pedagogy experienced related to student performance on high-stakes tests. We found that high levels of authentic pedagogy were rare, with only 21% of students in the sample attending classes that met the standards for even moderately challenging teaching. Smaller class sizes were positively correlated with higher levels of authentic pedagogy. Females were significantly more likely to encounter higher levels of authentic pedagogy than males. Neither ethnicity nor socioeconomic status was found to have a statistically significant relationship to authentic pedagogy. Higher levels of authentic instruction were generally associated with higher student achievement, and students in classes featuring moderate levels of authentic pedagogy had significantly higher success rates on state-mandated tests than their school averages. (Contains 6 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Colleges; Citizenship; Work Environment; Social Studies; Active Learning; Student Projects; Problem Solving; Technology

Abstract:
In 2010, State College Area School District (SCASD) in Pennsylvania, USA, agreed to help develop a virtual international classroom exchange called the Schoolwires Greenleaf program. The program's project-based curriculum paired U.S. students with Chinese learners to collaborate, foster global citizenship, and prepare students for the digital work environment. Schoolwires is a U.S. company that provides web-based collaboration tools, and the Greenleaf program grew out of its focus on tech integration. In this article, the author describes how she piloted Greenleaf with a group of students from her high school social studies class. (Contains 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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