Video games in classrooms: an interview with Zack Gilbert

2016 ◽  
Vol 24 (3) ◽  
pp. 205-209 ◽  
Author(s):  
Juan Li
Keyword(s):  
Video Games ◽  
Social Studies ◽  
Teaching Practices ◽  
Design Methodology ◽  
Game Based Learning ◽  
Content Type ◽  
Grade Teacher

Purpose This article aims to better understand game-based learning teaching practices through an interview with Zack Gilbert, a 6th grade teacher who is incorporating video games Civilization IV (Civ) and Minecraft into his social studies classroom. Design/methodology/approach This article is based on an interview with Zack Gilbert, regarding his practices and ideas toward using video games to facilitate learning. Findings In this interview, he shared his journey exploring teaching practices and experiences applying Civ and Minecraft to social studies class, which may serve as an example for other teachers. Originality/value The pioneering and successful experiences of Zack Gilbert may offer an example or insights for other teachers who intend to incorporate video games into their classrooms.

“Women know how to get things done”: narrative of an intersectional movement

2017 ◽  
Vol 12 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Amanda Elizabeth Vickery
Keyword(s):  
Civil Rights ◽  
Social Studies ◽  
African American Women ◽  
Design Methodology ◽  
Content Type ◽  
American Women ◽  
Know How ◽  
Civil Rights Organizations ◽  
The Social ◽  
The World

Purpose The purpose of this paper is to explore how African-American women, both individually and collectively, were subjected to both racism and sexism when participating within civil rights organizations. Design/methodology/approach Because of the intersection of their identities as both African and American women, their experiences participating and organizing within multiple movements were shaped by racism and patriarchy that left them outside of the realm of leadership. Findings A discussion on the importance of teaching social studies through an intersectional lens that personifies individuals and communities traditionally silenced within the social studies curriculum follows. Originality/value The aim is to teach students to adopt a more inclusive and complex view of the world.

Understanding reflection for teacher change in Hong Kong

2017 ◽  
Vol 31 (7) ◽  
pp. 1135-1146 ◽  
Author(s):  
Wai Sing Cheung ◽  
Jocelyn Lai Ngok Wong
Keyword(s):  
Hong Kong ◽  
Teacher Change ◽  
Teaching Practices ◽  
Design Methodology ◽  
Critical Level ◽  
Education Reforms ◽  
Learning Needs ◽  
Content Type ◽  
The Social ◽  
Practical Level

Purpose The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong. Design/methodology/approach This study adopted narratives as the research design to unveil the contents of teachers’ reflection and how the contents affect their change in teaching practices under education reforms. Findings The study finds that teachers’ reflection starts with completion of curriculum (“technical level”), then consideration of students’ learning needs (“practical level”) and finally, the social justice and equality (“critical level”). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom. Originality/value This study underlines the value of reflection in the process of teacher change in their teaching practices.

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

2021 ◽  
Vol 16 (3) ◽  
pp. 203-217
Author(s):  
Oluseyi Matthew Odebiyi
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Social Studies ◽  
Design Methodology ◽  
Content Standards ◽  
Quantitative Content Analysis ◽  
Content Type ◽  
Us States ◽  
Grade Levels ◽  
Quantitative Content

PurposeThe 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/approachThis study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.FindingsThe results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.Originality/valueThe study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.

Getting critical with disciplinary literacy: a read aloud strategy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Melissa Wrenn ◽  
Jennifer L. Gallagher
Keyword(s):  
Social Studies ◽  
Design Methodology ◽  
Picture Book ◽  
Lesson Plan ◽  
Disciplinary Literacy ◽  
Read Aloud ◽  
Background Information ◽  
Read Alouds ◽  
Content Type ◽  
Do So

PurposeThe purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.Design/methodology/approachThe authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.FindingsThe lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.Originality/valueThe critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.

Social studies and beyond: attending to informal citizenship education in schools

2018 ◽  
Vol 13 (2) ◽  
pp. 289-300
Author(s):  
Mark T. Kissling
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Design Methodology ◽  
Social Studies Education ◽  
Subject Area ◽  
Social Studies Teachers ◽  
Content Type ◽  
Daily Interactions

Purpose Although social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues. Design/methodology/approach Examining the “powerful” stories of three teachers, only one of whom teaches social studies, this paper focuses on “informal citizenship education” across schools. Findings It concludes with implications for workers in and beyond the field of social studies education. Originality/value Ultimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

Social studies without walls: engaging students in online collaboration across district lines

2018 ◽  
Vol 13 (2) ◽  
pp. 254-269
Author(s):  
Eric B. Freedman ◽  
Lauren Willigan ◽  
Randall Glading ◽  
Kristin N. Rainville
Keyword(s):  
Social Studies ◽  
Digital Technology ◽  
Design Methodology ◽  
Urban Centers ◽  
Content Type ◽  
Race And Class ◽  
The Past ◽  
Civic Dialogue ◽  
The Usa ◽  
Collaborative Activities

Purpose Intercultural dialogue and collaboration are critical to social studies education. Yet over the past 30 years, schools in the USA have grown increasingly segregated by race and class. The purpose of this paper is to offer a possible response based in digital technology. Design/methodology/approach The authors describe a project called Classes Without Walls that links elementary schools in wealthy suburbs with those in impoverished urban centers. Students at the two schools engage in collaborative activities through online video conferencing. Findings The authors explore two sample lessons in depth: a virtual town tour and a social demographics scavenger hunt. Originality/value Such activities, they argue, can contribute toward cultural understanding and civic dialogue.

Shifting feminisms

2019 ◽  
Vol 34 (4) ◽  
pp. 287-305 ◽  
Author(s):  
Barbara Marcia Thompson
Keyword(s):  
Social Studies ◽  
Design Methodology ◽  
Participant Observation ◽  
Small Sample ◽  
Content Type ◽  
Ethnographic Interviews ◽  
Values And Beliefs ◽  
The Uk ◽  
Gendered Expectations ◽  
Shed Light

Purpose The paper aims to shed light on how a group of feminist managers/leaders, in education and social studies departments, a notably under-explored and under-theorised group, “do power” in the increasingly corporatized education marketplace. Design/methodology/approach The research draws on the narratives of a small group of feminist women who hold authority positions at middle or senior levels. It draws on data from ethnographic interviews and participant observation carried out as part of an in-depth narrative inquiry (Andrews et al., 2008), carried out at three higher education institutions in the UK. Findings From a small sample such as this, any findings are necessarily tentative. Nonetheless, findings suggest that, whilst taking account of individual differences in styles, there has been a shift, over time, in the ways that the management role is approached by some feminist women. Analysis of the data also reveals that gendered expectations remain for those who carry the “feminist” label and asks whether these expectations are realistic. Research limitations/implications The sample group is small which raises questions about what can and cannot be claimed. However, along with Maguire (2008), the author’s purpose is not with generalizability but seeks to explore issues and open up further areas of study. Originality/value This paper is an original empirical research which explores an under-researched group of women, namely, feminist managers and leaders who operate within the education marketplace. As they negotiate the challenges of working within the neoliberal academy, these women try, to varying degrees, to remain true to their feminist values and beliefs.

Virtual reality experiences, attachment and experiential outcomes in tourism

2019 ◽  
Vol 75 (3) ◽  
pp. 481-495 ◽  
Author(s):  
Hung-Che Wu ◽  
Chi-Han Ai ◽  
Ching-Chan Cheng
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Design Methodology ◽  
Positive Relationship ◽  
Tourism Industry ◽  
Positive Relationships ◽  
Content Type ◽  
Structural Relationships ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this study is to examine the structural relationships between the dimensions of virtual reality (VR) experiences (immersion, interaction, usability and illusion), the dimensions of VR attachment (VR dependence, VR identity, VR affect and VR familiarity) and the dimensions of VR experiential outcomes (VR experiential satisfaction, VR experiential loyalty and VR experiential advocacy). Design/methodology/approach A total of 490 visitors who tried 360 VR travel video games in the TripMoment VR were surveyed. Findings In this study, there are positive relationships between VR experiential satisfaction and immersion, interaction, illusion, as well as VR identity, VR affect and VR familiarity. In addition, VR experiential satisfaction has a positive relationship with VR experiential loyalty. In addition, VR experiential advocacy has a positive relationship with both VR experiential satisfaction and VR experiential loyalty. Practical implications The results show that tourism operators should focus on increasing VR experiential satisfaction and experiential loyalty to enable visitors to have intentions to advocate their VR experiences. Originality/value This paper provides the data that lead to a better understanding of the relationship between the dimensions of VR experiences, VR attachment and VR experiential outcomes in the tourism industry.

Celebrating trailblazing women: Soar, Elinor lesson plan

2019 ◽  
Vol 14 (3) ◽  
pp. 301-305
Author(s):  
Carolyn Ann Weber
Keyword(s):  
Social Studies ◽  
Design Methodology ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Trade Book ◽  
Content Type ◽  
Male Dominated

Purpose The purpose of this paper is to use Soar, Elinor, a 2011 NCSS notable trade book, to teach a short unit on remarkable women in traditionally male dominated fields. Students will research trailblazing women, create a project to teach others about their chosen trailblazer and represent their choice at a trailblazing women banquet. Design/methodology/approach Students will be supported in their research into trailblazing women through reading books about women who struggled to realize their dreams of succeeding in difficult professions. Findings This lesson plan gives students an opportunity to investigate the struggles of women throughout history to enter male dominated professions. Originality/value The value of this lesson plans is to provide students an opportunity to study women who have made a difference through breaking down barriers. Students will be able to learn about a variety of different women, who are not often studied in social studies classes.

“I had a big bias”: disrupting children's biases, stereotypes through studying cultures

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heidi J. Torres
Keyword(s):  
Social Studies ◽  
Student Voice ◽  
Design Methodology ◽  
Elementary Classrooms ◽  
Third Graders ◽  
Content Type ◽  
Curricular Intervention ◽  
The People ◽  
Field Notes ◽  
Insight Into

PurposeThis article describes a study examining the influence of a curricular intervention on 25 third-graders' stereotypes and biases related to world cultures and the people who embody them.Design/methodology/approachThe qualitative study focused on privileging student voice through an inductive analytical approach. Triangulated data sources include focus group and paired interviews, recorded lessons, student and teacher curricular documents, as well as field notes.FindingsResults—primarily reported through the children's own thoughts and voices—describe students' initial ideas about world cultures and people prior to experiencing the curriculum, and afterward, documenting shifts in stereotypical beliefs and biased attitudes. Findings indicate many students made positive changes, altering incorrect assumptions about other cultures and people. In addition, some children became able to recognize stereotypes and biases, generalize what they learned to other situations beyond those addressed in the curriculum and identify their own bias.Originality/valueThis study provides insight into an understudied topic and population in social studies education. It presents evidence that young children are capable of successfully engaging with the complex topics of bias and stereotypes in meaningful ways, thus providing a rationale for addressing stereotypes and bias concerning world cultures in elementary classrooms.

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