Supporting quality social studies instruction: the social studies practices continuum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susan Erickson ◽  
Kerry A. Dunne ◽  
Christopher C. Martell
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Teacher Preparation Programs ◽  
Inservice Teachers ◽  
Preparation Programs ◽  
Content Type ◽  
Instructional Coaches ◽  
College Career ◽  
The Social ◽  
Improving Instruction

PurposeThis article presents the social studies practices continuum, which is a tool that supports social studies teachers in implementing inquiry-based practices in their classrooms. It was designed by the authors based on similar instruments found in science education and informed by the College, Career, and Civic Life (C3) Framework for Social Studies Standards.Design/methodology/approachThe article describes the instrument's creation and describes its use with preservice teachers in teacher preparation programs, inservice teachers during district-based professional development.FindingsThe continuum has been used as a reflective tool for teachers and curriculum developers, and as a tool for instructional coaches and administrators to improve teaching practices.Originality/valueThis article offers a new tool for teachers and supervisors to use in improving instruction.

scholarly journals Citizenship Education: The Perceptions of Social Studies Omani Student Teachers

2013 ◽  
Vol 7 (4) ◽  
pp. 446
Author(s):  
Saif N. AlMaamari ◽  
Ian Menter
Keyword(s):  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
Practical Training ◽  
Preparation Programs ◽  
The Social ◽  
Wide Range ◽  
Analytic Induction

The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs. 

“We're just building!”: a study of collaborative coaching interactions

2020 ◽  
Vol 9 (3) ◽  
pp. 239-255
Author(s):  
Kira LeeKeenan
Keyword(s):  
Preservice Teachers ◽  
Active Role ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Content Type ◽  
Educational Discourse ◽  
Collaborative Discourse ◽  
Collaborative Interactions ◽  
Collaborative Talk ◽  
Collaborative Coaching

PurposeThis paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT.Design/methodology/approachGrounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT.FindingsThis study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry.Practical implicationsThis study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice.Originality/valueThis study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.

Education Across Cultures

1974 ◽  
Vol 40 (8) ◽  
pp. 578-583 ◽  
Author(s):  
Ruth W. Diggs
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Community Involvement ◽  
Educational Process ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Inservice Teachers ◽  
Preparation Programs ◽  
C Programs ◽  
Culturally Different

Professionals today are being seriously challenged to do a better job of meeting the educational needs of culturally different children. The primary concerns of this challenge are (a) motivation of culturally different children, (b) cultural background and its role in the educational process, (c) programs and instructional materials which are effective in meeting the needs of culturally different children, (d) teacher preparation programs to sensitize inservice teachers and to prepare preservice teachers to do a more effective job in designing educational programs to meet the special needs and abilities of culturally different children, and (e) parent and community involvement to enhance development of children from all ethnic groups.

Shopping carts and apple tarts

2009 ◽  
Vol 16 (3) ◽  
pp. 150-153
Author(s):  
Lewis H. Walker ◽  
Lynn S. Waldron
Keyword(s):  
Preservice Teachers ◽  
South Carolina ◽  
Teacher Preparation ◽  
Social Studies ◽  
Language Arts ◽  
Student Teaching ◽  
Natural Science ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
School Classroom

Typical of many teacher preparation programs, the preservice teachers at Lander University in Greenwood, South Carolina, engage in a number of field experiences prior to their extended student teaching. During the field experience that immediately precedes student teaching, each preservice teacher spends fifty hours working with students in a single classroom. In preparation for this experience, the preservice teachers develop and design ten-day units centering on social studies that integrate mathematics, language arts, natural science, health, and the creative and kinesthetic arts. One requirement of designing the unit is to include at least two integrated lessons involving mathematics in which the classroom students operate outside the school classroom.

Literacy instructional coaching for inservice teachers through a community-engaged partnership

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tala Michelle Karkar Esperat
Keyword(s):  
Professional Learning ◽  
Instructional Coaching ◽  
Time Frame ◽  
Theory And Practice ◽  
Inservice Teachers ◽  
Engaged Scholarship ◽  
Content Type ◽  
Instructional Coaches ◽  
Coaching Model ◽  
Community Engaged Scholarship

PurposeThe purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.Design/methodology/approachAn exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.FindingsThe study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.Research limitations/implicationsThis study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.Originality/valueThis study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.

“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.

scholarly journals Making ‘Math Making’ Virtual

2020 ◽  
Vol 29 (2) ◽  
pp. 30
Author(s):  
Candace Figg ◽  
Anjali Khirwadkar ◽  
Shannon Welbourn
Keyword(s):  
Preservice Teachers ◽  
Learning Environment ◽  
Learning Environments ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Professors ◽  
Positive Attitudes ◽  
Hands On

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

Participatory Literacy and Taking Informed Action in the Social Studies

2022 ◽  
pp. 1125-1141
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

Primary sources, simulations and peanut butter and jelly

2020 ◽  
Vol 15 (3) ◽  
pp. 311-319
Author(s):  
Melissa A. Chapman ◽  
Miguel Gomez
Keyword(s):  
Social Studies ◽  
Peanut Butter ◽  
Primary Sources ◽  
Historical Inquiry ◽  
Content Type ◽  
Secondary Sources ◽  
Simulation Step ◽  
The Social ◽  
Hands On ◽  
Classroom Simulation

PurposeThis paper seeks to provide instructional methods for using simulations to teach primary and secondary sources within a social studies classroom. Classroom simulations provide students with authentic opportunities to engage in meaningful learning experiences that are both hands-on in nature and promote the use of critical thinking.Design/methodology/approachThis paper opted to describe an approach to teach students about primary and secondary sources through a classroom simulation. Step-by-step instruction was provided via an included table, so that readers can recreate the lesson in their own classrooms.FindingsThis paper offers insights about how simulations can be used to provide students an authentic experience with primary and secondary sources. These experiences include opportunities to critically think about the benefits and limitations that both primary and secondary sources offer students while engaging in historical inquiry.Practical implicationsThis paper is designed for teachers to utilize and replicate in their own social studies classrooms.Originality/valueThis paper recognizes the important role that primary and secondary sources have in the social studies classroom. Through an original approach, using simulations, the authors present a unique perspective on how to teach about primary and secondary sources in a manner that supports historical inquiry.

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