Integrating the C3 Framework in the social studies: an action research study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meghan McGlinn Man ◽  
Jeffrey A. Greiner
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Teaching And Learning ◽  
Research Study ◽  
Classroom Teacher ◽  
Theory And Practice ◽  
Content Type ◽  
The Social ◽  
Teachers And Students ◽  
Action Research Study

PurposeThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.Design/methodology/approachIn this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.FindingsBased on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.Originality/valueThis study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.

scholarly journals FIT to Care: An Action Research Study Exploring the Use of Communication Theory to Strengthen Caring Relationships between Teachers and Students

2014 ◽  
Vol 18 (3) ◽  
pp. 15-25 ◽  
Author(s):  
Pamela K. Lake, ◽  
Barbara K. Haas, ◽  
Marsha Matthews,
Keyword(s):  
Action Research ◽  
Nursing Faculty ◽  
Communication Theory ◽  
Research Study ◽  
Instructional Feedback ◽  
Communication Techniques ◽  
Educational Environments ◽  
Teachers And Students ◽  
Action Research Study ◽  
Study Participants

A caring-trusting relationship between teacher and student is foundational in caring educational environments. This relationship can be threatened when negative feedback to students is required. Instructional feedback based on feedback intervention theory (FIT) has been effective in communication studies. The purpose of this action research study was to explore the use of FIT-based communication techniques as a tool for nursing faculty to provide instructional feedback while protecting the caring-trusting relationship between teacher and student. Study participants reported positive changes in the instructional feedback communications with students that enabled a culture of caring to be maintained.

The Socio-Pragmatics of IT Artefacts

2007 ◽  
pp. 194-212
Author(s):  
Göran Goldkuhl ◽  
Par J. Agerfalk
Keyword(s):  
Information System ◽  
Information Systems ◽  
Action Research ◽  
Participatory Design ◽  
Research Study ◽  
Design Approach ◽  
Theoretical Concepts ◽  
Alternative Approach ◽  
The Social ◽  
Action Research Study

There are many attempts to explain success and failure in information systems. Many of these refer to a purported socio-technical gap. In this paper we develop an alternative approach that does not impose such a strong dichotomy, but regards social and technical rather as dimensions along which to study workpractices. The developed theory involves not only the “social” and “technical” constructs but also other generic ones, namely “instrumental”, “semiotic” and “pragmatic”. We call this theory socio-instrumental pragmatism. To illustrate the theoretical concepts introduced, we use an example brought from an extensive action research study including the development of an information system in eldercare, developed through a participatory design approach.

scholarly journals Is Democratic Learning Possible in a High-Stakes Classroom?

2019 ◽  
Vol 8 (6) ◽  
pp. 83
Author(s):  
Diana L. Satterfield
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Research Study ◽  
Authentic Learning ◽  
High Stake ◽  
High Stakes ◽  
Learning And Collaboration ◽  
Democratic Learning

However well-intentioned, standardization and increased testing conflict with theories and research that supports authentic learning and collaboration. Implementing methods to empower and engage students can feel nearly impossible within a high-stake environment. This article discusses the findings of an action research study conducted to explore ways for teachers to engage students to become active participants in both teaching and learning. Students were encouraged to explore a democratic learning environment in which they worked collaboratively to develop lesson plans for social studies that adhered to state requirements. The findings showed a profound shift in perceptions of teaching and learning by students and teacher.

The Affective Turn in Educational Theory

2021 ◽  
Author(s):  
Michalinos Zembylas
Keyword(s):  
Teaching And Learning ◽  
Educational Theory ◽  
The Body ◽  
Theory And Practice ◽  
Emotional States ◽  
Affect Studies ◽  
The Social ◽  
Political Theories ◽  
Teachers And Students ◽  
Historically Situated

The “affective turn” in the humanities and social sciences has developed some of the most innovative and productive theoretical ideas in recent years, bringing together psychoanalytically informed theories of subjectivity and subjection, theories of the body and embodiment, and political theories and critical analysis. Although there are clearly different approaches in the affective turn that range from psychoanalysis, poststructuralism, (post-)Deleuzian perspectives, theories of the body, and embodiment to affective politics, there is a substantial turn to the intersections of the social, cultural, and political with the psychic and the unconscious. The affective turn, then, marks a shift in thought in critical theory through an exploration of the complex interrelations of discursive practices, the human body, social and cultural forces, and individually experienced but historically situated affects and emotions. Work in this area has become known as “critical emotion studies” or “critical affect studies.” Just as in other disciplinary areas, there has been a huge surge of interest in education concerning the study of affect and emotion. Affect and emotion have appeared and reappeared in educational theory and practice over the past several decades through a variety of theoretical lenses. For psychologists working with theories of cognition, for example, the meaning of these terms is very different compared to that of a sociologist or philosopher using social or political theories of power. In general, psychologists investigate emotional states and their impact on the body and mind/cognition, whereas “affect” is a much broader term denoting modes of influence, movement, intensity, and change. Within these two meanings—a more psychologized notion focused on the “emotions” as these are usually understood and a more wider perspective on “affect” highlighting difference, process, and force—the affective turn in education expands our thinking and research by attempting to enrich our understanding of how teachers and students are moved, what inspires or pains them, how feelings and memories play into teaching and learning. The affective turn, then, is a particular and particularly focused set of ideas well worth considering, especially because it enables power critiques of various kinds. What the affective turn contributes to education and other disciplines is that it draws attention to the entanglement of affects and emotions with everyday life in new ways. More importantly, the affective turn creates important ethical, political, and pedagogical openings in educators’ efforts to make transformative interventions in educational spaces.

IT Artefacts as Socio-Pragmatic Instruments

2009 ◽  
pp. 2341-2354
Author(s):  
Göran Goldkuhl ◽  
Pär J. Ågerfalk
Keyword(s):  
Information System ◽  
Information Systems ◽  
Action Research ◽  
Participatory Design ◽  
Research Study ◽  
Design Approach ◽  
Theoretical Concepts ◽  
Alternative Approach ◽  
The Social ◽  
Action Research Study

There are many attempts to explain success and failure in information systems. Many of these refer to a purported sociotechnical gap. In this article we develop an alternative approach that does not impose such a strong dichotomy, but regards social and technical rather as dimensions along which to study workpractices. The developed theory involves not only the “social” and “technical” constructs, but also other generic ones, namely “instrumental,” “semiotic,” and “pragmatic.” We call this theory socio-instrumental pragmatism. To illustrate the theoretical concepts introduced, we use an example brought from an extensive action research study including the development of an information system in eldercare, developed through a participatory design approach.

Protest and prayer: the Jewish and Catholic presence at Selma

2019 ◽  
Vol 14 (2) ◽  
pp. 238-254 ◽  
Author(s):  
Cory Callahan ◽  
Janie Hubbard
Keyword(s):  
Civil Rights ◽  
Social Studies ◽  
Civil Rights Movement ◽  
Visual Information ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Voting Rights ◽  
Content Type ◽  
Public Issues ◽  
Teachers And Students

Purpose The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues. Design/methodology/approach The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities. Findings The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Practical implications The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics. Originality/value Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.

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