A Qualitative case study to Understand Learner-centered Social studies education: Focused on the Perception of Teacher at A middle and high school

2019 ◽  
Vol 19 (8) ◽  
pp. 441-464
Author(s):  
Tae Hwan Kim
Keyword(s):  
High School ◽  
Social Studies ◽  
Qualitative Case Study ◽  
Social Studies Education ◽  
Learner Centered

scholarly journals Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. p36
Author(s):  
Taraneh Sabouri ◽  
Chris Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Instructional Strategies ◽  
English Language ◽  
Language Learner ◽  
Social Studies Teachers ◽  
Marginal Effect ◽  
Instructional Approaches ◽  
Learner Centered

Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.

Re-Conceptualizing Race in New York City's High School Social Studies Classrooms

2019 ◽  
pp. 24-45 ◽  
Author(s):  
Edward Lehner ◽  
John R. Ziegler
Keyword(s):  
High School ◽  
New York ◽  
Public Schools ◽  
Social Studies ◽  
New York State ◽  
Social Studies Education ◽  
Academic Community ◽  
Urban Centers ◽  
Civic Values ◽  
Interdisciplinary Approaches

In New York State Public Schools, social studies education centers on employing interdisciplinary approaches to help students learn civic values and historical events. Increasingly, due in no small part to the influence of popular culture, social studies education research is making fewer distinctions about racial and ethnic identities. Following some trends in the larger academic community, more of the research in social studies education categorizes ethnically and religiously diverse European and African groups into the narrow categories of White or Black. This practice of flattening diverse European and African groups into current day race frameworks can be problematic when teaching high school social studies, particularly in highly diverse urban centers, because it perpetuates binary racial constructions that both are rooted in the historical fallacy of presentism and tend to contradict the students' ontological realities.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2020 ◽  
pp. 233-261 ◽  
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2022 ◽  
pp. 1231-1252
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

scholarly journals Teachers Strategy in Solving Students Ability to Read and Write Qur’an at Government Schools

2021 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Fitri Fitri ◽  
Kamaruddin Kamaruddin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Qualitative Case Study ◽  
Case Study Method ◽  
Government Schools ◽  
School Teaching ◽  
Depth Interviews

This study discusses  teachers strategy of Islamic Education in overcoming students  difficulties of  reading Al-Qur'an  a State Junior  High School. The problems that will be addressed  included what strategies were used by the teachers in overcoming students difficulties in  reading Al-Qur'an and who the strategies were implemented to solve the problems. In conducting the study, we used a qualitative case study method. The case of this study was a state junior high school in West Sulawesi province. Data were gathered through direct field observation, in-depth interviews which involve teachers and the school principle. We also analyzed written material, such as the school teaching activities, to understand how the teachres solve students difficulties in reading al-Quran.  Our study found that the strategies to overcome students difficulties in reading al-Quran included  the determination of the qualification of learners. Hold a special coaching for students who experience difficulties in reading Quran. Then the teachers made  cooperation  with fellow teachers and learners. Finally, the teachers familiarized the students to read Al-Qur'an.

scholarly journals Modelos mentais relacionados ao aprendizado de cálculos para folhas de pagamento em um curso técnico

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00753
Author(s):  
Diny Gabrielly de Miranda Martins ◽  
Dandara Lorrayne do Nascimento
Keyword(s):  
High School ◽  
Human Resources ◽  
Mental Models ◽  
Qualitative Case Study ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Reasoning Strategies ◽  
Recursos Humanos ◽  
Quality Learning

Foi realizado um estudo de caso qualitativo, com 24 alunos de um curso técnico em Recursos Humanos, com o objetivo de verificar quais são os modelos mentais que esses estudantes possuem sobre cálculos para folhas de pagamento. Ao utilizar um questionário e realizar entrevistas semiestruturadas, a fim de investigar os possíveis níveis de evolução dos modelos mentais dos estudantes, as análises mostraram que 17% dos alunos são não modeladores, ou seja, não possuem nenhuma estratégia de pensamento sobre o tema, mesmo que este já tenha sido ministrado ao longo do Ensino Fundamental e Médio. Além disso, foi observada a importância em considerar as estratégias de raciocínio dos alunos, não considerando apenas os “erros” ou “acertos” nas questões propostas. Pode-se considerar que dentro do mesmo curso diversos alunos apresentaram modelos mentais diferentes uns dos outros mesmo recebendo a mesma instrução. Esse resultado mostra a importância da reflexão sobre as práticas didático-pedagógicas utilizadas em sala de aula, uma vez que o intuito é proporcionar a todos os alunos uma aprendizagem efetiva e de qualidade que perdure ao longo da vida. Palavras-chave: Modelos mentais. Curso técnico. Matemática.   Mental models related to calculus learning for payrolls in a technical course Abstract A qualitative case study was carried out with 24 students from a technical course in Human Resources, with the objective of verifying what are the mental models that these students have on payroll calculations. When using a questionnaire and conducting semi-structured interviews, in order to investigate the possible levels of evolution of the students' mental models, the analyzes showed that 17% of the students are non-modelers, in other words they do not have any thinking strategy on the theme, even ifit has already been taught throughout Elementary and High School. In addition, the importance of considering the students' reasoning strategies was observed, not only considering the “mistakes” or “successes” in the proposed questions. It can be considered that, within the same course, several students presented different mental models from each other even receiving the same instruction. This result shows the importance of reflecting on the didactic-pedagogical practices used in the classroom, since the aim is to provide all students with effective and quality learning that lasts throughout their lives. Keywords: Mental models. Technical Course. Mathematics.

Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform

2016 ◽  
Vol 54 (7) ◽  
pp. 919-956 ◽  
Author(s):  
Barbara L. Pazey ◽  
David DeMatthews
Keyword(s):  
High School ◽  
Student Voice ◽  
Qualitative Case Study ◽  
Research Literature ◽  
School Experience ◽  
Low Performing Schools ◽  
Schooling Experiences ◽  
Turnaround Strategies ◽  
Every Student Succeeds Act

The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.

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