Rooting the Literacies of Citizenship: Ideas That Integrate Social Studies and Language Arts in the Cultivation of a New Global Mindset

2016 ◽  
pp. 101-119
Author(s):  
Debby Shulsky ◽  
Elaine Y. Hendrix
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Global Mindset

Leveraging Literacies Through Collaborative, Source-Based Planning and Teaching in Social Studies and Language Arts

2017 ◽  
Vol 61 (5) ◽  
pp. 523-532
Author(s):  
Nancy Patterson ◽  
Joanna Weaver ◽  
Jamie Fletcher ◽  
Bryce Connor ◽  
Angela Thomas ◽  
...  
Keyword(s):  
Social Studies ◽  
Language Arts

scholarly journals Advocacy of an Exit Test for History/Social Studies in New Jersey

2019 ◽  
Vol 5 (1) ◽  
pp. 303
Author(s):  
William Gorman
Keyword(s):  
High School ◽  
New Jersey ◽  
Social Studies ◽  
Language Arts ◽  
The State ◽  
Graduation Requirements ◽  
High Stakes ◽  
And Algebra ◽  
Civic Duties ◽  
High School Diplomas

As states like New Jersey navigate the issue of graduation requirements, most states have gone to what is called “high stakes” exit testing for the purpose of awarding high school diplomas. These tests typically emerge to be Mathematics and Language Arts/Reading based. In states like New Jersey, though, these exit tests have given way to subject based tests in things such as Biology and Algebra. Social Studies is not tested, but should be, if the state claims to care about producing well-rounded students prepared to fulfill their civic duties as voting adults. William Gorman, an educator with 30 years’ experience, lobbies for such testing in this editorial.

Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms

2015 ◽  
Vol 32 (3) ◽  
pp. 199-222 ◽  
Author(s):  
Elizabeth Swanson ◽  
Jeanne Wanzek ◽  
Lisa McCulley ◽  
Stephanie Stillman-Spisak ◽  
Sharon Vaughn ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Text Reading ◽  
Language Arts Classrooms

A Comparison of Burnout Experienced by Family and Consumer Sciences Teachers With Other Content Teachers During COVID- 19 Remote Teaching

2021 ◽  
Vol 113 (3) ◽  
pp. 27-35
Author(s):  
Tony Durr ◽  
Nicole A. Graves ◽  
Alison Wilson
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Learning Environments ◽  
Family And Consumer Sciences ◽  
Personal Accomplishment ◽  
Consumer Sciences ◽  
K 12 ◽  
Remote Learning

During the spring of 2020, K-12 schools were turned upside-down. The COVID-19 pandemic essentially forced all schools across the nation to close their doors and move their learning environments online. The switch to remote learning put a great deal of stress and responsibility on teachers at all levels. The content taught by family and consumer sciences (FCS) teachers presented those teachers with unique challenges that differentiated them from other content teachers in programs such as math, language arts, and social studies. With a sample of 97 teachers from Midwestern states, this study found that FCS teachers reported higher levels of depersonalization and lower feelings of personal accomplishment.

Writing to Learn

2014 ◽  
pp. 30-50
Author(s):  
Ewa McGrail ◽  
J. Patrick McGrail
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Positive Impact ◽  
Concept Analysis ◽  
Writing To Learn ◽  
Fifth Grade ◽  
Writing Strategies ◽  
Specific Learning ◽  
Information Concept

Research has shown that writing to learn can support discipline-specific learning and thought development. Traditional writing strategies such as essays and journaling have been found to have a positive impact on recall of information, concept analysis and application. However, interaction with readers is not immediate with these methods. An environment where writers can immediately adapt to their readers' feedback and become conversation partners for one another is the blogosphere. The purpose of this chapter is to describe how fifth-grade writers engaged in blog conversations with an audience beyond the classroom walls about their learning in language arts (LA) and social studies (SS) classes. The chapter also analyzes the ways in which feedback from the audience facilitated the fledgling writers' “learning to write and writing to learn.”

Social Studies and RTI

2019 ◽  
pp. 182-191
Author(s):  
Louise Brooks
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Progress Monitoring ◽  
Content Areas ◽  
Science Courses ◽  
The Social ◽  
Universal Screener ◽  
Reading And Math ◽  
Research Based Interventions ◽  
Academic Content

The response to intervention (RTI) service delivery model has been used primarily in the secondary language arts (reading) academic content area and in the various math courses. RTI has rarely, if at all, been introduced in secondary social science courses, even though students struggle in these courses due to the increase in reading and math content embedded within them. This chapter focuses on the implementation of RTI in social studies courses at the secondary level. The utilization of a universal screener, tiers, progress monitoring, and fidelity is discussed, followed by a presentation of specific examples of research-based interventions that can be used at each tier level in the social sciences content areas.

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