Relevant bibliographies by topics / Social studies education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social studies education'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "Social studies education"

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BOZKURT, Mahmut, and Sefik YASAR. "Primary School Teachers’ Views About Global Education in Social Studies Courses." Eurasian Journal of Educational Research 16, no. 65 (2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.08.

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Misco, Thomas, and James Shiveley. "Operationalizing Social Justice in Social Studies Education." Social Studies 107, no. 6 (2016): 186–93. http://dx.doi.org/10.1080/00377996.2016.1200527.

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Çalışkan, Hüseyin, and Halil İbrahim Sağlam. "Turkish social studies teachers’ opinions about performance tasks in elementary education." International Journal of Psychology and Educational Studies 4, no. 1 (2017): 1–12. http://dx.doi.org/10.17220/ijpes.2017.01.001.

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MURAYAMA, Tomoko. "Geographic Education in Social Studies." E-journal GEO 7, no. 1 (2012): 11–18. http://dx.doi.org/10.4157/ejgeo.7.11.

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Gibson, Susan, and Norma Nocente. "Computers in Social Studies Education." Computers in the Schools 15, no. 2 (1999): 73–81. http://dx.doi.org/10.1300/j025v15n02_08.

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Zevin, Jack. "Teachers in Social Studies Education." Social Studies 81, no. 6 (1990): 254–63. http://dx.doi.org/10.1080/00377996.1990.9957535.

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Lunstrum, John P. "Contexts of Social Studies Education." Social Studies 81, no. 6 (1990): 264–70. http://dx.doi.org/10.1080/00377996.1990.9957536.

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Hyung Joon Park. "Social Studies Education in Australia-Teachers’ Perspectives on the Nature of Social Studies Education." Theory and Research in Citizenship Education 40, no. 2 (2008): 101–33. http://dx.doi.org/10.35557/trce.40.2.200806.005.

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White, Cameron. "Internationalizing Education: Critical Qualitative Case Studies in Social Education." American Journal of Educational Research 3, no. 2 (2015): 211–19. http://dx.doi.org/10.12691/education-3-2-15.

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Schug, Mark C. "Teaching Social Studies." Teaching Education 1, no. 2 (1987): 60–63. http://dx.doi.org/10.1080/1047621870010216.

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Dissertations / Theses on the topic "Social studies education"

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Meier, Lori T. "Episode 3: TN Standards for Social Studies." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/3.

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In this episode, we take a quick walkthrough of the specific Tennessee Academic Standards for Social Studies as they relate to social studies teaching and learning in grades K-5. We discuss where you can find the standards, how they are organized, the role of the SSP (Social Studies Practices) standards for K-2 & 3-5, and explore topics and content standards progressively found in each grade level.<br>https://dc.etsu.edu/social-studies-education-oer/1002/thumbnail.jpg
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Meier, Lori T. "Episode 6: The Five Themes of Geography." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/6.

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In this episode, we explore the five themes of geography: location, place, human-environment interaction, movement, and regions and consider how they are connected to the development of young geographers in the K-5 classroom.<br>https://dc.etsu.edu/social-studies-education-oer/1005/thumbnail.jpg
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Meier, Lori T. "Episode 1: Get to Know the NCSS." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/1.

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In this episode, we explore the central professional organization for the social studies, the National Council for the Social Studies (NCSS). We review their history and beginning, learn about definitions and purposes for social studies, take a look at key NCSS curriculum standards and frameworks, and explore related NCSS publications and resources for teachers and classrooms.<br>https://dc.etsu.edu/social-studies-education-oer/1000/thumbnail.jpg
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Meier, Lori T. "Episode 2: Exploring the 10 Themes." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/2.

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In this episode, we explore the national curriculum standards and organizing strands of the NCSS “10 Themes” and review the various, related disciplinary content areas that contribute broadly to the whole social studies curriculum in the K-12 classroom.<br>https://dc.etsu.edu/social-studies-education-oer/1001/thumbnail.jpg
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Meier, Lori T. "Episode 5: Historical Thinking." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/5.

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In this episode, we take a deeper look at the definitions and five standards for historical thinking in the elementary social studies classroom. What does it mean for young learners and teachers to think like a historian?<br>https://dc.etsu.edu/social-studies-education-oer/1004/thumbnail.jpg
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Meier, Lori T. "Episode 4: Primary & Secondary Sources." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.<br>https://dc.etsu.edu/social-studies-education-oer/1003/thumbnail.jpg
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Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.

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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.<br>https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg
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Meier, Lori T. "Social Studies Education in a Multicultural Society (Elementary Education)." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/7.

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The materials in this OER collection are designed to complement the course, Social Studies Education in a Multicultural Society. This course, designed for senior-level students in an elementary education teacher preparation program, explores the foundations, themes, content, and pedagogies of elementary social studies education in a multicultural society. Presented as a series of video episodes, each episode focuses on a foundational element of social studies teaching and learning. From curriculum frameworks to national social studies publications to historical thinking to geographic awareness, each episode is meant to support the development of the elementary social studies teacher.<br>https://dc.etsu.edu/etsu-oer/1006/thumbnail.jpg
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Arruzzo, Kristi L. "The effect of a constructivist social studies unit on student attitudes toward social studies /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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Lundy, Sarah Elizabeth. "Leveraging Digital Technology in Social Studies Education." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1743.

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Today's K-12 classrooms are increasingly comprised of students who accomplish much of their informal learning through digital media and technology. In response, a growing number of educators are considering how they might draw upon these informal learning experiences to support student engagement and learning in the classroom through technology. The purpose of this study is for social studies educators, school administrators, teacher educators and curriculum developers to understand more about the potentials and limitations of integrating technology such as a digital text. This research focuses on the differences in experiences using a digital text and a printed text from the perspective of four high school social studies classes. The curriculum for the printed and digital texts was developed in collaboration with the Choices Program for the Twenty-First Century at Brown University. This research was based on the assumption that the thoughtful integration of a digital text in the classroom can support student engagement and differentiation while facilitating learning that students can readily transfer to multiple political, economic and social contexts beyond the classroom. Critically, students of poverty and students of color have the most to gain from increased access to digital technology in the public education system. People of color and people of poverty in the United States have significantly less access to technology at home than their white and middle class counterparts. Therefore, the classroom presents an opportunity for students who lack access to digital learning opportunities in their home environments to develop the technological fluency and digital literacy that are increasingly necessary to engage in multiple political and economic spheres in the United States. The current literature on digital technology in education lacks sufficient empirical evidence of the potential benefits and challenges that digital technologies may offer secondary social studies education from the perspective of the classroom. Therefore, the classroom field test that was undertaken for this research offers a more empirical understanding of digital texts from the important perspectives of students and teachers in the classroom learning community. This research was conducted in a large, suburban high school in the Portland Metropolitan area and compared the experiences of tenth-grade World History classes working with a print text to the experiences of tenth-grade World History classes working digitally. The mixed-methods multiple-case study design addresses the following research questions: a) In what ways, if at all, does a digital text provide high school social studies' students different affordances and academic skills than a printed text? and b) How, if at all, do high school social studies students interact differently with a digital text from a printed text? The analysis of data offered evidence that the use of the digital text supported technological fluency, the creation of more sophisticated learning products, differentiation for multiple learning styles and a more supportive reading experience due to its multimodal features. These unique academic affordances were not equivalently supported by the use of the print text. However, the type of text did not demonstrably influence students' ability to communicate their thinking in analytical writing. The analysis of data also suggested that students were somewhat more cognitively and behaviorally engaged in the digital case studies. Importantly, the digital text did not create a negatively discrepant learning experience for students of color but, rather, supported increased student engagement for both white students and students of color. The data also suggested that the digital text posed significant challenges for both students and teachers. The digital experience required students to learn new and challenging technology skills. The digital text also required more class time and created more classroom management challenges for teachers than the print experience. Despite these additional challenges, both students and teachers expressed a preference for the digital experience. Thus, the digital text seemed to provide both a more challenging and a more rewarding experience for students. This study has implications for educators that are interested in thoughtfully integrating a digital text or, a similar digital technology, in comparable classroom contexts.
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Books on the topic "Social studies education"

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Social studies in elementary education. Pearson Merrill/Prentice Hall, 2005.

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Parker, Walter. Social studies in elementary education. Merrill, 2001.

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John, Jarolimek, ed. Social studies in elementary education. Merrill, 1997.

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Parker, Walter. Social studies in elementary education. Merrill, 2001.

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Social Studies in elementary education. Pearson, 2015.

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Jarolimek, John. Social studies in elementary education. 9th ed. Macmillan, 1993.

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Jarolimek, John. Social studies in elementary education. 8th ed. Macmillan, 1990.

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Jarolimek, John. Social studies in elementary education. 7th ed. Macmillan, 1986.

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1956-, Ross E. Wayne, ed. Democratic social education: Social studies for social change. Falmer Press, 2000.

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Branch, Alberta Curriculum Design. Interim program of studies: Social studies 10 and social studies 13. Alberta Education, Curriculum Design Branch, 1988.

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Book chapters on the topic "Social studies education"

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Green, Timothy, Jennifer Ponder, and Loretta Donovan. "Educational Technology in Social Studies Education." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_45.

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White, Cameron. "Rethinking Social Studies for Social Education." In Journeys in Social Education. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-358-7_4.

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Knotts, Greg, and Joyce H. Burstein. "Successful Social Studies." In What Really Works in Secondary Education. Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n5.

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Blades, David. "Social Studies Education and Science Education." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_423-2.

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Blades, David. "Social Studies Education and Science Education." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_423.

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Scruggs, Thomas E., Margo A. Mastropieri, Frederick J. Brigham, and Lisa Marshak Milman. "Science and Social Studies." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-44.

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Stoddard, Jeremy D., and Alan S. Marcus. "Media and Social Studies Education." In The Wiley Handbook of Social Studies Research. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768747.ch21.

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Stuart, Kenneth G. "Social Studies in Gifted Education." In The Handbook of Secondary Gifted Education, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-15.

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Clouston, Dot, Lee Hunter, and Steve Collins. "Social Studies Education in School." In Collective Improvisation in a Teacher Education Community. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5668-0_8.

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Simon, Catherine A. "Morality, education and social ordering." In Sociology for Education Studies. Routledge, 2020. http://dx.doi.org/10.4324/9780429397585-6.

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Conference papers on the topic "Social studies education"

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Warsono, Mr. "Social Studies Education in Indonesia." In 1st International Conference on Education Innovation (ICEI 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.95.

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Warmansyah Abbas, Ersis. "Prophetic Education of Guru Sekumpul for Social Studies Education." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.24.

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Van Wart, Sarah Jane. "Computer Science Meets Social Studies." In ICER '15: International Computing Education Research Conference. ACM, 2015. http://dx.doi.org/10.1145/2787622.2787751.

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Sen, Abdulkerim. "Social Studies Education and National Identity in Turkey." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1574204.

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Bolick, Cheryl. "Leaning In: Experiential Education and Critical Social Studies." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1581085.

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Diaz-Montejano, Sara. "Critical Ethnic Studies, Social Foundations, and Teacher Education." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1895363.

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Fitriani and Zakir Has. "The implementation of character education in social studies." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.11.

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Benkova, Krasimira, and Vesela Mareva. "Social inclusion based on non-formal education." In 3rd International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2019. http://dx.doi.org/10.32591/coas.e-conf.03.20211b.

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Saleh, Erlanda, Lukman Hakim, Edi Jatmiko, and Marfudin Marfudin. "Social Science or Islamic Education." In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289328.

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Safitri, Desy, ZE Ferdi Fauzan Putra, and Sujarwo. "Ecolabel in Environmental Education." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.032.

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Reports on the topic "Social studies education"

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Lundy, Sarah. Leveraging Digital Technology in Social Studies Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1742.

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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Lenhardt, Amanda. The Social Economic Impacts of Covid-19 in Informal Urban Settlements. Institute of Development Studies, 2021. http://dx.doi.org/10.19088/cc.2021.008.

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The social economic impacts of the Covid-19 crisis in informal urban settlements are widely discussed in the literature, as are the risk factors for particular social and economic groups in these areas. However, government responses and evidence of their impact do not appear to rise to the challenges posed by these studies. Pre-pandemic analyses of risk factors in informal urban settlements and newly collected evidence from different contexts are available to understand the unique and pressing challenges that the pandemic poses to wellbeing in informal urban settlements. In contrast, there is little evidence of effective policy and programme solutions to address these challenges, which is likely driven by the absence of targeted policies and programmes to support people living in informal urban settlements. As a result, many communities have had to rely on their own limited resources and support networks to respond to the crisis (Wilkinson, 2021). This report briefly summarises the range of available evidence on the social economic impacts of the Covid-19 crisis in informal urban settlements and the intersectional differences in how different identity groups living in them have experienced the pandemic. Following a short introduction to the context of the Covid-19 crisis in these areas, the report outlines three thematic areas that have received significant attention in the literature and policy discourses – livelihoods and poverty, food security, and education. While not an exhaustive list, this range of topics is indicative of the range of evidence available and outstanding gaps. The remaining section details evidence of how different identity groups living in informal urban settlements have experienced the pandemic based on gender, disability, age, and migration status. The review draws on a mixture of academic and grey literature, with some opinion pieces and blogs also included given the ongoing nature of the pandemic.
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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts of children: i) those that during the period of differential exposure were in-utero or in the first years of life, and ii) those who during the period of differential exposure were transitioning from primary to secondary school. Results for the early childhood cohort, 18-20-year-old at endline, shows that differential exposure to Progresa during the early years led to positive impacts on educational attainment and labor income expectations. This constitutes unique long-term evidence on the returns of an at-scale intervention on investments in human capital during the first 1000 days of life. Results for the school cohort - in their early 30s at endline - show that the short-term impacts of differential exposure to Progresa on schooling were sustained in the long-run and manifested themselves in larger labor incomes, more geographical mobility including through international migration, and later family formation.
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8

Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, 2021. http://dx.doi.org/10.31812/123456789/4620.

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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
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9

Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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10

Oosterhoff, Pauline, and Raudah M. Yunus. The Effects of Social Assistance Interventions on Gender, Familial and Household Relations Among Refugees and Displaced Populations: A Review of the Literature on Interventions in Syria, Iraq, Jordan and Lebanon. Institute of Development Studies (IDS), 2022. http://dx.doi.org/10.19088/basic.2022.011.

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This literature review aims to explore the evidence on the effects of social assistance on gender, familial, and household relations and power dynamics among refugees and (internally) displaced populations in Syria, Iraq, Jordan, and Lebanon. It examines the findings from an intersectional gender perspective allowing the authors to build on the knowledge of ‘what works’ in interventions in general and hopefully improve gender equality and social inclusion. Out of 1,564 papers initially identified and screened, 22 were included in the final stage. A question that emerged as the papers were analysed was whether the arduous work of targeting individuals was efficient or necessary, given that the available evidence suggests that beneficiaries generally tend to share their stipend with other family members for the collective good. Most studies tended to conflate gender with women and girls – making distinctions between widowed, married, unmarried and divorced women – but ignoring other dimensions such as class, health status, religion, ethnicity, education, prior work experience, political affiliation, and civil participation. Many programmes and research fail to disaggregate data. Social assistance programmes focus on individuals and households, with little attention to the wider context and overall conflict. Most studies paid negligible attention to familial infrastructures and strategies for sustainable interventions. Access to, and use of, cash transfers are part of broader familial strategies to mobilise or increase resources including, for example, (male) migration in pursuit of remittances, or (female) dependency on ‘community charity’. Short-term cash transfers can, in some circumstances, disrupt individuals’ and families’ access to more sustainable income or ‘charity’. Thus, important questions are raised about the purpose of social assistance: does it aim to preserve or transform families through targeting?
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