"Learning and Teaching in Higher Education: Gulf Perspectives"

Damico, James S.; Baildon, Mark; Greenstone, Daniel

doi: 10.1108/ssrp-01-2010-b0002pmid: N/A

This paper begins by framing the concept of historical agency as a complex relationship between structural forces and individual actions. We then describe general features of historical fiction and consider ways of using this type of text in classrooms. Using the concept of historical agency, we examine three historical fiction texts for upper elementary or middle level readers (Roll of Thunder, Hear My Cry, The Fighting Ground, and Dragon's Gate). The analysis reveals the similarities and differences in the ways the authors construct historical agency. The paper concludes with a set of four key questions that teachers and students can apply to historical fiction to help students refigure the ways in which they construct knowledge about the past.

Barchuk, Zhanna; Harkins, Mary Jane

doi: 10.1108/ssrp-01-2010-b0003pmid: N/A

Globalization enables a better understanding of the modern world and inspires responsible actions that will change our future for the better. Even though the term globalization was introduced more than twenty years ago, little research has been directed towards the preparation of teachers for introducing this controversial, present-day phenomenon at the secondary school level. This paper is based on a qualitative study developed by the researchers to examine pre-service Social Studies teachers’ perceptions of the main benefits and challenges of teaching globalization and related global issues. The findings provide valuable insights into the importance of teaching controversial topics as well as what it means to teach globalization and global issues in the rapidly changing world.

Curry, Kristal

doi: 10.1108/ssrp-01-2010-b0004pmid: N/A

This paper presents case studies of three student teachers negotiating the demands of the National Council of the Social Studies' (NCSS) five characteristics of powerful teaching and learning (meaningful, integrative, value-based, challenging, and active instruction) while engaged in the context-specific tasks of student teaching. For these three student teachers, the context of both their teaching and beliefs about teaching combined to help them focus on two of the five characteristics more deeply than the others. These case studies suggest that social studies pre-service teachers can constructively use their student teaching semester to focus on developing strengths in those characteristics most appropriate to their beliefs about teaching and their teaching contexts, and that social studies methods courses can aid in this process by helping student teachers to reflect on these factors prior to their student teaching semester.

Veldt, Michelle Vander; Ponder, Jennifer

doi: 10.1108/ssrp-01-2010-b0005pmid: N/A

This study examines how a social studies methods course, with an emphasis in civic education, is taught and carried through from its original implementation within a teacher education social studies course to practicing teachers’ classrooms. Findings suggest that by implementing social action curriculum projects teachers: 1) effectively integrated emerging curriculum, 2) facilitated student-led instruction in a democratic classroom, 3) increased effective communication and built partnerships beyond the classroom, and 4) used structured reflections as a tool for growth and evaluation.

Ray, Beverly B.; Pemberton, Cynthia Lee A.

doi: 10.1108/ssrp-01-2010-b0006pmid: N/A

This study explored perspectives of secondary social studies teachers, who reported using live media broad-casts to engage students in an examination of terrorism on 9/11. Specifically, this study queried these teachers’ perceptions of preparedness on 9/11 to engage it as a learning event. Respondents (N=29) in one Mid-Atlantic state who were teaching in secondary social studies classrooms on September 11, 2001 (9/11), were asked to reflect on their level of preparedness to adapt and implement real-time teaching to address unfolding events. A Wilcoxon Signed Ranks Test for matched pairs revealed that respondents’ current perceptions of self-efficacy to teach about an unfolding terrorist act were positively modified by their experiences teaching about terrorism on 9/11 [Z = -4.507, p <.001 (two tailed)]. Respondents reported gains in confidence to teach about terrorism because of their teaching experiences on 9/11. Results add to the small knowledge base on the topic, even as they highlight the need for further research on the classroom response to 9/11.

Serrano, Ana M.

doi: 10.1108/ssrp-01-2010-b0007pmid: N/A

This paper focuses on how one Student Teacher (ST) shifted his planning from teacher activities to student learning during a semester-long student-teaching practicum course in social studies. The study of this shift provides a glimpse of the enormity of the ST’s task and the ways in which he responds to the complexity of the work. Data include: lesson plans, providing a written record of activities, and classroom discourse. Analyses of the data rendered three areas relevant to the shift, including: 1) evidence of initiation-response-evaluation [IRE] script as a default script before the shift, 2) evidence of a shift to planning for student learning, and 3) evidence of movement away from the IRE to increasingly open-ended questioning. Preliminary evidence indicates increments that appear inconsequential taken individually, combine to present a picture of an incipient, developmental shift by the ST from planning for teacher activities to planning for student learning.

Öcal, Adem

doi: 10.1108/ssrp-01-2010-b0008pmid: N/A

Turkey is located in one of the most significant active seismic regions in the world. The country also is subject to many other natural and manmade disasters. In 2004, the Turkish Primary Education curriculum was revised radically with hazard education being included in social studies programs. The aim of the hazard education program is to reduce the disastrous effects of disasters, develop greater hazard awareness and increase students’ knowledge of how to protect themselves when a hazard occurs. This study focuses on the aims, design and delivery of the hazard education component to fourth to seventh grade students in social studies courses in Turkey.

Chick, Kay A.

doi: 10.1108/ssrp-01-2010-b0009pmid: N/A

Citizens in our democracy need a skill set that enables them to take action to help others, challenge bias and prejudice, and demonstrate patriotism. This article considers these skills and the role of children’s literature in the development of citizenship education in social studies classrooms. Citizenship education must incorporate powerful learning that is meaningful, value-based, challenging, and integrated within the arts, sciences, and humanities. The 2009 National Council for the Social Studies Notable picture books that are featured here bring powerful learning opportunities and prepare students to become effective, socially responsible citizens. The instructional strategies that accompany each book encourage social action, critical thinking, and conscientious decision-making, and are easily integrated within the language arts.

Guidry, Allen; Carson, Jamin

doi: 10.1108/ssrp-01-2010-b0010pmid: N/A

In working with pre-service and beginning middle grades social studies teachers, the authors have found that those teachers often struggle to organize and sequence content in meaningful ways. Although many national and state curriculum writing bodies have provided organizational frameworks to guide teachers in designing instruction for middles grades social studies, those same bodies have failed to assist teachers in the task of sequencing instruction in ways that assure learning. This article provides a practical sequencing framework that assists middle grades social studies teachers in designing effective instructional units that connect and integrate all of the social studies disciplines.

Rule, Audrey C.; Lockhart, Amy K.; Darrah, Frank; Lindell, Lois A.

doi: 10.1108/ssrp-01-2010-b0011pmid: N/A

A social studies methods instructor and college students collaborated with an elementary teacher and fifth grade students to produce exciting cereal box dioramas of Native American cultures from different parts of the United States. The dioramas were constructed of a cereal box with a model of a historic Native American home on the front. The box was cut to open like a book to reveal the inside of the home and a ceremonial scene. The back and sides of the box featured crafts, clothing, food, transportation, or other information. Seven steps were implemented to guide this project-based learning experience. 1) Project’s goal: to engage students in active, meaningful learning, integrated with art, challenging in complexity and three-dimensional spatial reasoning, while addressing the values of Native Americans. 2) Involve students in researching and illustrating, “What were the lives of Native Americans like?” 3) Plan assessment of student research notebooks. 4) Plan assessment of final project’s required components. 5) Map how the project will unfold. 6) Respond to the challenge of making a three-dimensional model by providing examples and assistance. 7) Manage the project through collaboration between pre-service teachers and elementary students along with involvement of other school personnel.