Globally, there is a movement toward curriculum development and reform as states, governments, and education departments work to provide future-focused curricula to address the demands and ...difficulties of the 21st century. Despite public knowledge that curriculum reform and implementation are universal trends infested with intractable challenges, little is understood about why the participation of teachers in reform activities from design through implementation should be considered essential. This paper, a part of earlier work, reports on a qualitative case study examining how teachers made sense of their participation in curriculum reform and implementation activities. Twelve teachers representing six primary schools in Zimbabwe were interviewed in Focus Group Discussions and semi-structured interviews to gather data. Using the sense-making theory as a lens, thematic analysis of qualitative data suggests that teacher participation in curriculum reforms enables teachers to be co-designers, which in turn improves ownership of the innovations, leading to an improved implementation fidelity of the new curriculum as teachers are provided with the authority to go through the implementation process with a comparable level of rigor as policymakers. These insights could inform curriculum design and development policy, potentially improving curriculum implementation worldwide. The study implores policymakers to rope in teachers as potent fountains of curriculum content and as partners in curriculum design and development. The study contributes to scholarship on policy formulation and implementation in educational settings.
This quantitative study of 3557 high school teachers from 44 states assesses the implications of the social studies teacher-coach. The study compares social studies teacher-coaches and non-coaches in ...terms of teacher demographics and school contexts, disciplines taught, and instructional preferences. Substantial differences between coaches and non-coaches were found across gender, community type, and teaching experiences. Teacher-coaches disproportionately taught general classes such as government, Economics, and Geography, while non-coaches are more likely to teach Advanced Placement courses. Finally, self-report data measuring teacher's instructional preferences indicates that teacher-coaches were more likely to indicate implementation of lectures, textbooks, worksheets, and videos, while non-coaches were more likely to indicate preference for examining photographs, artifacts, or primary materials.
Este estudo consiste em uma revisão e análise de materiais, como livros e artigos científicos, com o intuito de adquirir informações e conhecimento sobre a Pedagogia Social de Paul Natorp. Natorp ...(1854-1924) foi um filósofo e pedagogo alemão, considerado um dos fundadores da Escola de Marburgo. Ele era um defensor da pedagogia social, que enfatiza a importância da educação na formação de uma sociedade mais justa e igualitária. Sua obra mais conhecida é "Sozialpädagogik", publicada em 1905, na qual ele defende a educação como uma forma de transformação social e cultural. O objetivo principal deste estudo é apresentar os princípios filosóficos na pedagogia social Natorp. O conteúdo fornecido é resultado de análises que aprofundam as teorias de Natorp acerca da Pedagogia Social, baseadas em Platão e Pestalozzi. É um estudo bibliográfico qualitativo que incentiva a apropriação das práticas de educação social em conexão com o conceito de Natorp sobre educação. Como resultado é fundamental construir um exercício ético que vá além das normas ensinadas nas escolas. Assim, a pedagogia social é definida como uma noção que incentiva o exame e socializa as possibilidades para que todos possam ver mais e melhor do que desejam perceber. Em síntese, este estudo defende que a educação pertence aos sujeitos que trabalham em conjunto para criar uma sociedade mais justa, diversa e com justiça social.
The aim of this study is to reveal the views of pre-service social studies teachers about the teaching practice process. The data of this research, which was conducted as a qualitative study, were ...obtained from interviews with 13 volunteer pre-service social studies teachers selected by criterion sampling method in 2021-2022. The research data were collected with a 10-question interview form prepared by the researchers. Content analysis method was used to analyse the data obtained. The findings obtained as a result of the data analyses were presented under four headings: prospective teachers' expectations from the teaching practice process, prospective teachers' relations with the stakeholders of the teaching practice process, problems of the teaching practice course and suggestions for solving the problems encountered in the teaching practice course. Tables related to coding and categories are given under the headings and some of the opinions that are the source of these codes are presented as cross-sections. As a result, it was determined that pre-service teachers expected the teaching practice process to prepare them for the teaching profession, but this expectation was not fully met. Reasons such as insufficient time, indifference of the stakeholders of the process, and lack of co-operation between the university and the school were cited as reasons for this. In line with the findings obtained as a result of the research, suggestions were made to increase the duration of the teaching practice process and to strengthen stakeholder communication.
Bu araştırmanın amacı, sosyal bilgiler öğretmen adaylarının öğretmenlik uygulaması sürecine ilişkin görüşlerini ortaya çıkarmaktır. Nitel araştırma şeklinde gerçekleştirilen bu araştırmanın verileri, 2021-2022 öğretim yılında ölçüt örnekleme yöntemiyle seçilen gönüllü 13 sosyal bilgiler öğretmen adayı ile yapılan görüşmelerden elde edilmiştir. Araştırma verileri, araştırmacılar tarafından hazırlanan 10 soruluk görüşme formu ile toplanmıştır. Elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Veri analizi sonucu elde edilen bulgular, öğretmen adaylarının öğretmenlik uygulaması sürecinden beklentileri, öğretmenlik uygulaması sürecinin paydaşları ile olan ilişkiler, öğretmenlik uygulaması dersinin sorunları ve çözüm önerileri olmak üzere dört başlık altında sunulmuştur. Kodlama ve kategorilere ilişkin tablolar bu başlıklar altında verilmiş ve bu kodların kaynağı olan bazı görüşler doğrudan alıntı olarak sunulmuştur. Sonuç olarak, öğretmen adaylarının öğretmenlik uygulaması sürecinin kendilerini öğretmenlik mesleğine hazırlamasını bekledikleri ancak bu beklentinin tam olarak karşılanmadığı belirlenmiştir. Bunun nedeni olarak zamanın yetersizliği, süreçteki paydaşlarının ilgisizliği, üniversite-okul işbirliğinin olmaması gibi nedenler gösterilmiştir. Araştırma sonucunda elde edilen sonuçlar doğrultusunda öğretmenlik uygulaması süresinin artırılması ve paydaş iletişiminin güçlendirilmesi için çeşitli önerilerde bulunulmuştur.
Anchored in transnational feminist citizenship theories, this narrative inquiry study delves into the lived experiences and citizenship education pedagogies of a female migrant social studies teacher ...named Ms. Bailey who works in a school in New York City. The findings of the study demonstrate the ways Ms. Bailey incorporates multiple borders and private/informal arenas in her senses of belonging and caring practices. The findings also highlight how Ms. Bailey's transnational trajectories inform her perceptions and pedagogies of citizenship education, which are centred on affective, cultural, and trans-communal realms. By illuminating Ms. Bailey's fluid and multilayered citizen-subjects as well as her distinctive citizenship education, this study challenges and complicates normative, patriarchal, political-juridical, and nation-centric ideas of citizens. The study also contributes to an emergent body of work on migrant social studies teachers' citizenship education and the ways it is shaped by their distinctive personal, familial, and transnational experiences.
Academic vocabulary networks were examined in 3 elementary grades textbook programs (first through fifth grade) in 3 domains-science, mathematics, and social studies. Within each program, a given ...network consisted of a focal domain-specific academic word and the collection of words from all grades that overlapped in meaning with the focal word. Academic words and the networks for each domain-specific academic word were computationally determined. For each network, the time at which the first network word appeared represented the inception of the network. The network's expansion across the grades was tracked as additional words appeared. The main research questions were as follows: (a) Did network growth patterns across grades vary according to domain? and, within domain, (b) Did network patterns vary according to two focal domain-specific academic word characteristics? The two focal word characteristics were the age at which the focal word's meaning was typically known and the timing of the introduction of the focal word. Multilevel growth model analyses were conducted. The dependent variable was number of words, called nodes, in a network at each time point across the grades. Main conclusions were the following: (a) network patterns varied across domains, with social studies networks most different from those in the other two domains; and (b) network growth pattern varied according to selected focal word characteristics, and the focal word characteristic effect varied by domain.
Educational Impact and Implications Statement
Elementary grades textbooks expose students to disciplinary-specific vocabulary that is embedded in networks of related words. Social studies textbook academic vocabulary networks were formed across the grades differently from those for science and mathematics. Differences in textbook network formation imply the need for different instructional emphases. For example, as compared to science and mathematics, intermediate grades social studies textbooks presented many new words simultaneously. In that case, teachers could consider added instructional support to ease the vocabulary burden.
This Article offers an alternate account of federalism's late eighteenth-century origins. In place of scholarly and doctrinal accounts that portray federalism as a repudiation of models of unitary ...sovereignty, it emphasizes the federalist ideology of dual sovereignty as a form of centralization–a shift from a world of diffuse sovereignty to one where authority was increasingly imagined as concentrated in the hands of only two legitimate sovereigns. In making this claim, the Article focuses on two sequential late eighteenth-century transformations. The first concerned sovereignty. Pre-Revolutionary ideas about sovereignty reflected early modern corporatist understandings of authority as well as imperial realities of uneven jurisdiction. But the Revolution elevated a new understanding of sovereignty in which power derived from the consent of a uniform people. This conception empowered state legislatures, which, throughout the 1780s, sought to use their status under new state constitutions as the sole repositories of popular authority to subordinate competing claims to authority made by corporations, local institutions, Native nations, and separatist movements. The second shift came with the drafting and ratification of the U.S. Constitution, which bolstered federal authority partly in order to protect state authority against internal competitors–an aim reflected in the Guarantee and New State Clauses. Ultimately, the Constitution both limited and enhanced state authority; it entrenched a framework of dual sovereignty. After ratification, competitors to state sovereignty were increasingly constrained to appeal to some federal right or power. What had previously been contests among supposedly coequal sovereigns–what modern scholars would call horizontal federalism–became questions of vertical federalism, issues of whether federal authority would vindicate states or their opponents. Although the Article concludes with some implications of this history for present-day federalism doctrine and theory, its primary contribution is descriptive. Judges and lawyers routinely and almost unthinkingly invoke localism and power diffusion as the historical values of federalism. Yet the history explored here challenges whether these near-universal assumptions about federalism's aims actually reflect what federalism was designed to accomplish.
Civic education and the pedagogy of sports films McClure, Donald R.; Halvorsen, Anne-Lise; Thomas III, Daniel J.
Social studies research & practice,
07/2024, Letnik:
19, Številka:
1
Journal Article
Recenzirano
Purpose This study explores the value of sports films for engaging youth in issues related to patriotism, justice, equity and liberty. The authors analyze how two sports films, 42 and Battle of the ...Sexes , have pedagogical potential and value in secondary social studies methods classes, as well as what criteria educators might use when selecting films (and television series) for classroom use. Design/methodology/approach Using content analysis, the authors respond to the following questions: (1) What critical themes related to civic education surface in the sports films 42 and Battle of the Sexes ? and (2) What framework might guide the use of selecting sports films and sports film clips for educators' civic educational use? Findings Five themes surfaced in the films 42 and Battle of the Sexes : economics as a force for social change; racism and anti-Blackness, athletes as more than athletes, resisting oppression, and sexism and homophobia. Instruction related to these themes has the potential to engage students in critical, awareness-based approaches to civic education. Originality/value Sports films show promise for engaging youth due to their interests in the medium of film and in sports, both as participants and spectators. Across the world, athletes face questions and issues related to patriotism, justice, equity and liberty on courts, fields, tracks and rinks, These questions and issues are deeply embedded in civic education. This study is among the first of its kind to explore the pedagogical potential of sports films.
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