Assessment practices in social studies classrooms: results from a longitudinal survey

2017 ◽  
Vol 12 (2) ◽  
pp. 168-181
Author(s):  
Kristal Curry ◽  
Doug Smith
Keyword(s):  
Social Studies ◽  
Student Performance ◽  
Social Studies Teachers ◽  
Assessment Practices ◽  
Longitudinal Assessment ◽  
High Stakes ◽  
Content Type ◽  
Attitudes And Practices ◽  
Significant Difference ◽  
Performance Based Assessment

Purpose The purpose of this paper is to present results from three years of a longitudinal “Assessment Attitudes and Practices” survey collected from a large school district in the Southern USA. Design/methodology/approach This paper focuses on both formative and summative “assessment practices” results from secondary (middle and high school) social studies teachers. Findings There was no statistically significant difference between secondary social studies teachers’ use of assessments and secondary teachers of other disciplines, nor was there a statistically significant difference in assessment use by year. Data results by assessment type were ranked in order of how often teachers claimed to use various assessment practices, and discussed in terms of assessment practices recommended by NCSS. Social studies teachers in this study were often more likely to report use of assessments of knowledge (including selected-response items) than performance-based assessment techniques (such as authentic assessments). Research limitations/implications The lack of statistically significant differences in assessment practices along disciplinary lines indicates homogeneity in the use of assessments that does not do justice to social studies. Practical implications Using Common Core standards or not, having a 1:1 technological environment or not, teacher respondents essentially reported using the same assessments, perhaps because high-stakes assessments did not change. Social implications There is a need for professional development that helps teachers see how performance-based assessments can be used to boost student performance on high-stakes assessments. Originality/value Studies of actual assessment practices (as opposed to ideas about how teachers should assess) are still quite rare, and provide a helpful window in understanding what is actually happening inside schools.

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

2018 ◽  
Vol 13 (1) ◽  
pp. 113-126
Author(s):  
Alicia R. Crowe ◽  
Evan Mooney ◽  
Todd S. Hawley
Keyword(s):  
Social Studies ◽  
Student Teaching ◽  
Common Good ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
Content Type ◽  
The Common Good ◽  
Social Studies Teacher ◽  
The Common ◽  
Social Studies Teaching

Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

Paradigm flip? Investigating technology-integrated history pedagogies

2017 ◽  
Vol 12 (3) ◽  
pp. 258-279 ◽  
Author(s):  
Josh DeSantis ◽  
Ryan Boyd ◽  
Kyle Marks ◽  
Jake Putsch ◽  
Terrance Shepler
Keyword(s):  
Technology Integration ◽  
Social Studies ◽  
Learning Outcomes ◽  
Statistical Significance ◽  
First Century ◽  
Social Studies Teachers ◽  
Content Type ◽  
Asynchronous Instruction ◽  
Quasi Experimental ◽  
Synchronous Technology

Purpose Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do synchronous and asynchronous technology integration increase a student’s understanding of social studies content? Are synchronous technology-integrated social studies lessons more effective than asynchronous technology-integrated social studies lessons? How do students perceive the effectiveness of a synchronous technology-integrated lesson vs the effectiveness of an asynchronous technology-integrated lesson? The paper aims to discuss these issues. Design/methodology/approach This paper presents the results of a quasi-experimental research project comparing the learning outcomes of students who participated in synchronous and asynchronous technology-augmented lessons. Findings The results of this study found that synchronous and asynchronous technology-enhanced lessons are both viable pedagogies for increasing a student’s understanding of social studies content. The results also yielded no statistical significance between the effectiveness of the synchronous instruction vs asynchronous instruction. However, a statistical significance exists when analyzing a student’s perception of their own learning. Students participating in synchronous technology-integrated instruction reported a higher confidence in the lesson’s ability to teach them, when compared to that of the asynchronous population. Originality/value By continuing to seek new ways to integrate technology effectively into classrooms, social studies teachers can design lessons more effectively to meet the needs of today’s social studies students. The need to understand the learning outcomes of various technology-integrated approaches will continue to grow as more technologies become available to social studies teachers.

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.

Preservice teachers’ perceptions of teaching news media literacy

2020 ◽  
Vol 15 (1) ◽  
pp. 97-113
Author(s):  
Joseph McAnulty
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Media Literacy ◽  
Political Communication ◽  
News Media ◽  
Social Issues ◽  
Pedagogical Practices ◽  
Social Studies Teachers ◽  
Content Type ◽  
Civil Sphere

PurposeThis study explores social studies preservice teacher’s orientation toward teaching news media literacy in the era of fake news. Previous literature indicates that many social studies teachers express a desire to maintain neutrality in the classroom. As such, this study focuses on the preservice teachers’ articulated pedagogical practices around news media literacy, as well as the described forces and factors that influence their described stances.Design/methodology/approachThis study uses work from the field of political communication to analyze course assignments, semi-structured interviews and survey responses in order to consider the ways 39 preservice social studies teachers articulated their anticipated and enacted pedagogical practices around news media literacy.FindingsFindings suggest a prevalent desire among the participants to pursue neutrality by presenting “both sides,” echoing traditional journalistic pursuits of objectivity. The possible consequences of this desire are also explored. Additionally, the study suggests that parents, administrators and the content standards are viewed as forces, which will constrain their practices.Practical implicationsUsing theorizing about the civil sphere, this paper considers implications for teacher educators. The civil sphere may provide a lens with which to analyze news media and may help preservice teachers adopt practices they view as risky.Originality/valueThis study aims to extend conversations around the teaching of news media, controversial political and social issues and the preparation of social studies teachers in the current social and political ecology by working to align the field with growing conversations in the field of political communication and journalism.

Racial and low-income quotas in Brazilian universities: impact on academic performance

2018 ◽  
Vol 45 (1) ◽  
pp. 156-176
Author(s):  
Claudia Bueno Rocha Vidigal
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Low Income ◽  
Family Income ◽  
Negative Impact ◽  
Public And Private ◽  
Content Type ◽  
The North ◽  
Significant Difference ◽  
The Impact

Purpose The purpose of this paper is to estimate the impact of racial and low-income quotas on academic performance of students from public and private universities in Brazil. Design/methodology/approach Using propensity score matching applied to student-level data from the National Examination of Student Performance conducted in 2012; this paper identifies the impact of the quota policy on academic performance considering all Brazilian universities. Findings The results indicate that there is no statistically significant difference in academic performance between students admitted under the racial quota and those who had the regular admission (non-quota students). The impact is positive, however, for students from the North region of Brazil and among those with very low family income, whereas a negative impact is observed for those from the Central-West region. In regard to the low-income quota, quota students perform worse than eligible non-quota students as their scores are, on average, 14 percent lower. Similar findings are observed when different subsamples are considered. Originality/value This paper’s main contribution is to provide a broader and more rigorous empirical approach than that presented by the existing literature in order to evaluate the impact of quota policies on academic achievement. Moreover, this study considers all Brazilian institutions whereas previous studies are limited to only one or a few universities.

Measuring longitudinal student performance on student learning outcomes in sustainability education

2018 ◽  
Vol 19 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Meghann E. Jarchow ◽  
Paul Formisano ◽  
Shane Nordyke ◽  
Matthew Sayre
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Longitudinal Assessment ◽  
Content Type ◽  
Capstone Course ◽  
Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

Evaluating the knowledge, attitudes and practices of adults on food safety: a cross-sectional sample from Turkey

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pınar Göbel ◽  
Nevin Şanlier ◽  
Sine Yilmaz ◽  
Onur Toka ◽  
Büşra Açikalin ◽  
...  
Keyword(s):  
Food Safety ◽  
Online Survey ◽  
The Body ◽  
University Graduates ◽  
Cross Sectional ◽  
Content Type ◽  
Attitudes And Practices ◽  
Study Results ◽  
Significant Difference ◽  
Knowledge Attitudes And Practices

Purpose The purpose of this paper is to evaluate the levels of food safety knowledge, attitudes and practices (KAP) of consumer. Design/methodology/approach In total, 1,161 volunteers were included in this study, which has been developed to measure the knowledge, attitudes and behaviors of adults on food safety. Study data were collected through an online survey technique. Findings A statistically significant difference was determined between male and female participants and also at the education level considering total food safety attitude and practice scores (p < 0,001). It was determined that university graduates had higher scores at all scales than the median scores. When an assessment was made on the body mass index of the participants, it was seen that the implementation and attitude scales were statistically different from each other, and in paired comparisons on these scales, the average scores of normal-weight individuals were observed higher in the sub-dimensions than slightly obese individuals (p < 0.007; p < 0.001). Research limitations/implications Even though the population of the study was adults living in different cities, the results should not be generalized to all adults and the whole country. Also, the fact that the answers to the questions were not face-to-face, could create a bias. Although the reliability coefficient was found to be high, the data reported by the individuals participating in the study about their behavior formed the study results. Originality/value This study makes an important contribution to the literature. Determining the knowledge, attitude and behavior of consumers about food safety is important in ensuring food safety.

scholarly journals Merits And Demerits of Araling Panlipunan (Social Studies) Teachers in Using Instructional Resources

2021 ◽  
Vol 2 (1) ◽  
pp. 79-85
Author(s):  
VENY ROSE GARCIA-ACOJIDO
Keyword(s):  
Social Studies ◽  
Student Performance ◽  
Basic Education ◽  
Department Of Education ◽  
Social Studies Teachers ◽  
Instructional Resources ◽  
Percentage Score ◽  
School Year ◽  
Teaching Content ◽  
Descriptive Method

The study elucidates the merits and demerits or strengths and weaknesses in using the instructional resources among Social Studies teachers. In the Basic Education Unit of the Department of Education, this study would give them feedback on how and what interventions would be the best to employ and reinforce to overcome their weaknesses. This study used the descriptive method of research to determine the strengths and weaknesses of teachers in teaching Araling Panlipunan ( Social Studies). The study focused mainly on the strengths and weaknesses of teachers in teaching Araling Panlipunan( Social Studies)  in terms of teaching content, motivating the students, presenting the lesson, assessing student performance, and attainment of lesson objectives. Data were gathered from the Grade IV teachers who handled Araling Panlipunan ( Social Studies) subject during the study and their respective pupils in San Pablo, Isabela.  The performance of the Grade IV pupils was determined in terms of their final grades in Araling Panlipunan ( Social Studies) during the School year 2017-2018 and through their percentage score in a forty-item achievement test. With these strategies, the teacher frees the students to learn using their critical thinking abilities so that they will be able to discuss crucial issues and challenges that confront them in everyday life.

scholarly journals The analysis of the relation between social studies and primary school teachers ' levels of liking of children and their job satisfaction in terms of diverse variable

2016 ◽  
Vol 13 (3) ◽  
pp. 4861
Author(s):  
Melike Faiz ◽  
Melek Körükçü ◽  
Oğuzhan Karadeniz
Keyword(s):  
Job Satisfaction ◽  
Social Studies ◽  
Primary School ◽  
Survey Methods ◽  
Social Studies Teachers ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

It is required for teachers to become individuals who love children, carry out their jobs with job satisfaction in order to raise individuals who are in tune with the times, effective, creative and produce suitable solutions to the challenges in the face of rapid changes that are experienced. In this research, within the scope of which the relation between social studies and primary school teachers' levels of liking of children and their job satisfaction is analyzed, The research is a descriptive study in comparative survey methods. In the research, it has been analyzed whether a statistically significant relation between social studies teachers' levels of liking of children and their job satisfaction exists or not, in terms of diverse variable. The study group of the research consists of totally 117 teachers, 57 of whom perform as social studies teachers and 60 as primary school teacher. Research data has been gathered by applying the "Barnett Liking of Children Scale" and "Job Satisfaction Scale" to the teachers participated in the research. In the analysis of data, Kruskal-Wallis H Test for independent samples, Mann-Whitney U Test for independent samples, simple correlation, Kolmogorov-Smirnov and Shapiro-Wilk normality tests have been used. In consequence of the research, any significant difference has not been found between teachers' levels of loving children and their ages and job seniorities. It has been determined that female teachers' levels of loving children are higher as compared to that of male teachers and primary school teachers have a stronger liking for children than social studies teachers. The result that their job satisfaction does not vary according to the teachers' age, seniority and field of study and according to gender, female teachers have experienced much job satisfaction than the male ones has been reached.

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