Dissertations / Theses: 'Teacher education|Social studies education'

1

Segall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Yang, Hsiao-Ching. "How well are secondary social studies teachers prepared to teach global education? Pre-service teacher and faculty’s perspectives of the implementation of global education in teacher education programs in Taiwan." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205830.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Esomar, Johannes. "Social studies in Indonesian secondary schools and the preparation of social studies teachers : perceptions of teacher educators of ten state teacher education institutes (IKIPs) /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114114164.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Landauer, Christopher N. "Social Justice and its Role in Pre-service Teacher Education." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554886661644444.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Ross, E. Wayne. "Becoming a social studies teacher : an investigation of the development of teaching perspectives among preservice social studies teachers /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392303350.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Bottomley, Amy. "Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Minarik, Darren William. "Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86382.

Full text

Abstract:

The civic mission of the National Council for the Social Studies (NCSS) affirms the need for teachers to meet the unique and diverse learning needs of students with disabilities. However, scholarly work within social studies is limited regarding effective teaching practices for students with exceptional learning needs. Moreover, the research that does exist rarely aligns with the NCSS position statement addressing powerful teaching and learning as meaningful, integrative, value-based, challenging, and authentic. This study examines how one teacher educator with a background in both social studies and special education facilitates understanding about disability, special education, and the instructional needs of exceptional learners in an introductory special education course for pre-service secondary social studies teachers. Using data collected through course evaluations, assignment artifacts, weekly blog journal entries, colleague observations of class sessions, and student interviews, the author uses Professional Working Theory to analyze how practice (What I do), theory (How I understand), and ethics (Why I do) impacts course design and delivery. The author raises questions beyond improving personal practice by challenging others to consider how their teacher preparation programs address special education and disability for social studies pre-service teachers, suggesting that an accumulation of knowledge through similarly themed studies provides an opportunity for a beneficial comparison of practices. The author discusses recommendations to improve research intersecting special education and social studies education.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

8

Lee, Young Ah. "A self-study of student teacher supervision for social justice six case studies /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095515439.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 166 p.; also includes graphics (some col.). Includes bibliographical references (p. 158-166).

APA, Harvard, Vancouver, ISO, and other styles

9

Drouin, Steven D. "Secondary Education Social Studies Teachers' Perceptions of Detracking." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567910.

Full text

Abstract:

Detracking is an often misunderstood and ill-characterized education reform movement in the United States. Yet, as public educational spaces become more diverse, the relevance of detracking as a viable solution increases. However, secondary education teachers today are often ill-prepared to implement detracking. The purpose of this study was to better understand how secondary education social studies teachers develop perceptions of detracking. In this study, I collected four secondary education social studies teachers’ life stories. These life stories were synthesized into case study narratives and a cross case analysis to understand how these teachers developed perceptions of detracking. I found a teacher’s orientation towards social studies influenced their perceptions of detracking, but was limited by external factors such as training in heterogeneous instruction, misconceptions of detracking, and critical reflection. I also reaffirmed detracking as a complex/complicated concept and call to the field of education to expand discipline specific critical reflection and training in heterogeneous instruction.

Keywords: Detracking, Social Studies, Secondary Education, and Narrative Inquiry

APA, Harvard, Vancouver, ISO, and other styles

10

Hsiang, Yung-Lai Michelle. "Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies." NCSU, 1999. http://www.lib.ncsu.edu/theses/available/etd-19991001-144519.

Full text

Abstract:

The purpose of this quasi-experimental research was to examine a new approach to information delivery and communication within Teacher Education courses. Advanced technologies in the Internet, Listserv, E-mail, NetForum and electronic forms were integrated, and the learning was guided by the clinical analysis/reflection and structured self-evaluation in a differentiated environment to promote individual development in both cognition and ethics.A cluster sample of sixty-eight pre-service teachers enrolled in the Introduction to Teaching Humanities and Social Sciences course in the Spring of 1999 at the North Carolina State University. Both pretest and posttest were conducted using Defining Issues Test by James Rest for the evaluation of moral growth of the students and Computing Concerns Questionnaire by Jean Martin for the concerns of the students in computing. The qualitative conclusion reached by the researcher suggested students have improved in both quantity and quality of their work more than previous semesters. The quantitative data showed a trend of decrease in students' concerns with regard to computing through Technology-Assisted-Reflection. Despite the statistically insignificant result, study indicated moral development of our pre-service teachers at the Stage 4 of moral development, which is within the norm of the national standard for undergraduate students.

APA, Harvard, Vancouver, ISO, and other styles

11

Meier, Lori T. "Using Digital Tools to Cultivate Intellectual Curiosity in Elementary Social Studies Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5893.

Full text

Abstract:

This session shares digital learning and instructional design tools used in elementary social studies teacher education with a focus on how digital spaces and tools can cultivate intellectual curiosity towards transformative social studies teaching and learning.

APA, Harvard, Vancouver, ISO, and other styles

12

Hill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.

Full text

Abstract:

This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.

Data were triangulated and collected from interviews, documents, and classroom observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.

The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.

*pseudonyms.

APA, Harvard, Vancouver, ISO, and other styles

13

Arapoff, Nikan. "Teacher Experiences With Credit-Related Finance Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/984.

Full text

Abstract:

Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset bubble and the ongoing economic crisis framed the research question for this study regarding the experiences of social studies and business teachers in teaching coursework in credit-related finance management. The purpose of this study was to understand teacher experiences in the classroom that involved teaching financial information related to consumer credit. The study was based on the theoretical foundations of constructivism and a synthesis of related economic and educational thought. A qualitative, constructivist, and interpretive case study was conducted using interviews with and observations of 6 business and 3 economics teachers. The results were horizontalized and then inductively grouped by phenomenological reduction into domains. Analysis showed that business and economics teachers were faithful in incorporating topics related to consumer credit-related finance education at, or greater than, the level outlined by state standards. The best methods recommended by research were prevalent in the instructional strategies. Teachers stressed the importance of literacy and numeracy. The infusion of economics in early grade levels had little effect on student performance. Participants felt that more finance education in high school was needed, either as a stand-alone course or integrated more efficiently into the curriculum. Implications for positive social change include evaluating financial curriculum components to improve instructional practices by being a part of the curriculum review process and helping administrators and teachers address poverty by improving students' financial skills.

APA, Harvard, Vancouver, ISO, and other styles

14

Cornett, Jeffrey W. "Teacher personal practical theories and their influence upon teacher curricular and instructional actions : a case study of a secondary Social Studies teacher /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541707611.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Olsen, Jeffrey A. "Teacher Orientation to Social Studies: A Phenomenological Study." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3316.

Full text

Abstract:

Textbooks, curriculum packages, standards, professional development and pre-service education, and national advocacy groups all utilize orientation terms to identify the pedagogical approaches, though no model for orientations has currently been validated against the lived experience of teachers. The purpose of the dissertation is to research a practitioner-informed orientation model for social studies, utilizing the lived experiences of teachers including their connections to and with technology. As a preliminary investigation to explore and understand the construct of orientations, the initial set of participants was bound to three secondary social studies teachers from an urban, suburban, and rural district, respectively. Data collection was completed through a series of detailed interviews including three modified narrative identity protocols, one elicited response interview, and one observation interview. Phenomenology formed the epistemological lens and the method that utilized various instruments as a pathway into the teachers’ perceived life worlds. Research was conducted from a transcendental or psychological approach to phenomenology with a grounded theory approach to analyzing the data to generate theoretical themes rooted in the narratives. A detailed description of each case narrative along with the phenomenological essence of each teacher is provided individually before cross case analysis is presented. From this combined case data, a constructed model that captures the narratives, trends, and overlaps was created. Evans’ orientation model was utilized as exemplary of the field for comparison. There existed overlaps present with the utilized model yet current models explored failed to encompass all elements of teacher-held orientations and an emergent model is presented that includes the following orientation constructs: social efficiency, a social sciences core, a transformative role, and personal improvement. The findings also included four themes: the role of storytelling as a central concept in practice, the role of film and television representations of history in sustaining engagement, the value of the classroom environment and students in creating a sense of equity, and a close level of uniformity in orientation reporting out of step with current frameworks. Implications for learning environments, particularly in relation to the utilization of technology, are discussed in addition to necessary future research suggestions.

APA, Harvard, Vancouver, ISO, and other styles

16

Minkin, Sarah M. "Starting from Here: An Exploration of the Space for Sustainability Education in Elementary Science and Social Studies." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1431083779.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Learn, Michael Scott. "Consequential Validity and Social Studies Education: An Examination of Standards, Assessment Policies, and Teacher Preparation." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/29739.

Full text

Abstract:

Educational quality is a way to influence the future of the American economy (Hanushek, 1986). Large-scale assessments are designed to determine quality in education by measuring student achievement. A connection exists between the standards, teachers, and assessments that form a system of accountability within education. State and national accountability policies place value in certain educational fields, thereby preferring some while excluding others. As a result, accountability systems influence the field of social studies in several unanticipated ways. Consequential validity suggests that assessments should include value implications and relevance (Messick, 1989). While assessment research examines the disciplines of mathematics, science, and language arts in a more holistic manner, the few social studies assessments are often divided among the field?s various disciplines. The purpose of social studies, and its development of standards, is firmly linked to the current state of disunity within the social studies field. These issues are reflected in teacher preparation policies as well as state assessment policies. Social studies advocates have proven that, in other subjects, teachers and instructional methods are influenced by assessment. Fortunately, the National Assessment of Educational Progress (NAEP) provides an opportunity to determine whether the exclusion of social studies within the state/national accountability system is impacting student achievement in social studies. The current systems make social studies uniquely positioned for studying the effects of large-scale assessment upon the field. Uses and interpretations of assessment data by researchers have been limited in social studies because the subject is not incorporated into most accountability policies. State policy governs educational standards, teacher licensure, and the extent of assessments upon students. For this study, the social studies NAEP assessment is divided into three separate tests (U.S. History, Geography, and Civics). By looking at data from the fourth-, eighth-, and twelfth-grade 2010 social studies NAEP tests, this study will investigate some of the unintended consequences of educational assessment culture. I will examine social studies through different lenses and apply the concept of consequential validity to social studies in order to understand the value of social studies within education.

APA, Harvard, Vancouver, ISO, and other styles

18

Badang, Germain Guehoada. "Perspectives on Teacher Decision-Making on Social Studies in Cameroon." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374231198.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Trubceac, Angela Stefan. "Moldovan Secondary Education Social Studies Teachers Conceptualization of Multicultural Approaches to Peace Education (MAPE)." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594297317320949.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Hostetler, Andrew Leon. "UNDERSTANDING THE RELATIONSHIP BETWEEN BELIEFS ABOUT DEMOCRACY AND PRACTICE: HOW THREE BEGINNING SOCIAL STUDIES TEACHERS ENACT PERSONAL PRACTICAL THEORIES." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342031318.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

van, '. t. Hooft Mark A. "THE EFFECT OF HANDHELD TECHNOLOGY USE IN PRE-SERVICE SOCIAL STUDIES EDUCATION ON THE ATTITUDES OF FUTURE TEACHERS TOWARD TECHNOLOGY INTEGRATION IN SOCIAL STUDIES." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1120662308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Kieninger, Katherine. "Examining Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627310475354062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Ozbarlas, Yesim. "Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04232008-125014/.

Full text

Abstract:

Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Mary Ariail, committee chair; Peggy Albers, Amy Flint, Stephanie Lindemann, committee members. Electronic text (373 p.) : digital, PDF file. Description based on contents viewed July 7, 2008. Includes bibliographical references (p. 351-365).

APA, Harvard, Vancouver, ISO, and other styles

24

Vegh, Tracie L. "Teacher Perceptions of Fourth-Grade Students' Social Studies Readiness." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522750633659093.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Mooney, Evan. ""Because purpose is not a goal. It's a journey": How Experiences of Social Studies Teaching and Learning Contribute to the Development of Pre-Service Social Studies Teachers' Purposes for Teaching." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448024165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Augustine, Tami. "Habits of the heart, habits of the mind: Teacher education for a global age." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403734827.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Raymond, Hilary C. "Learning to teach foreign languages : case studies of six preservice teachers in a teacher education program /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242747968.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Boyer, Tara L. "Teacher Perceptions of the Ohio Graduation Test for Social Studies." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242239379.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Yip, Gary. "Discipline in physical education : a case study of one secondary physical education teacher." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.

Full text

Abstract:

It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together.
This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.

APA, Harvard, Vancouver, ISO, and other styles

30

Bergen, Jennifer. "Looking Inward / Looking Outward: Experiences of White Teacher Candidates Encountering Civic Education, Social Justice, and Anti-racist Pedagogy in Two Canadian Teacher Education Programs." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41443.

Full text

Abstract:

In teacher education, critical civic education and anti-racist education are often disconnected in practice, despite increasing overlap in theorizing and goals: to resist and dismantle the settler colonial realities of education, to promote working for social justice, and to challenge racist and White supremacist structures. This comparative case study examined how White teacher candidates’ civic, social justice, and anti-racist knowledge development during Bachelor of Education foundations courses affected their pedagogical growth. Through surveys, co- researcher observations, and focus groups conducted at research sites in Saskatchewan and Ontario, the study examined how teacher candidates understood their positionalities within societal structures, and how their understandings of structural injustice affected their pedagogical choices. Building from a postcolonial global citizenship education conceptual framework, the study engaged with Critical Race Theory and Critical Whiteness Studies in order to situate the findings in White settler colonial contexts. Findings indicate that the degree to which teacher candidates were aware of their own positionality influenced their understandings of structural injustice, and their confidence (or not) with anti-racist pedagogy. In the areas of civic engagement, racism, and Whiteness, the re-inscription of individualistic discourses and rejection of structural discourses was pervasive, and teacher candidates resisted self-implication in historical and ongoing settler colonialism and White supremacy. However, access to alternative conceptual frameworks for understanding the social construction of identities and structural determinism were somewhat effective at tackling meritocratic discourses. The study affirms the need for scaffolded anti-racist/anti-oppressive education in teacher education programs and discusses the necessity for teacher candidates to understand their own positionalities in context.

APA, Harvard, Vancouver, ISO, and other styles

31

Markusic, Matthew Peter. "Are You My Mentor? Student Views on Teachers as Mentors." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1462535437.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Bergstrom, Teresa M. "Gatekeepers for Gifted Social Studies| Case Studies of Middle School Teachers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739532.

Full text

Abstract:

This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis.

Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms.

Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs.

Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

APA, Harvard, Vancouver, ISO, and other styles

33

Knight, Rhonda Talford. "Where does it Begin?: Advocacy for Elementary School Social Studies An Analysis of Early and Middle Childhood Teacher Educators in Ohio Colleges and Universities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275419643.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Aubrey-Martinez, Carey. "Cooperative learning activities in social studies classrooms and the effect on self-determination for students with and without Individualized Education Programs (IEPs)." Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105024.

Full text

Abstract:

Students with disabilities are spending significantly more time in the general education setting than they have historically. General education teachers are in need of strategies to enable them to work with these students more successfully. Additionally, research shows that all students could benefit from activities geared toward developing self-determination skills.

The purpose of this descriptive study was to see if the use of cooperative learning activities could improve the self-determination abilities of general education students and students with an Individualized Education Program in a social studies classroom. Students were given the American Institutes for Research Self-Determination Scale as a pretest and posttest.

Scores were compared between control and intervention group as well as the subgroups of students with Individualized Education Programs (IEPs) and general education students. Data from this study supports the use of cooperative learning activities in the social studies classroom in order to promote self-determination for all students. Recommendations for teachers as well as further research are made as well.

APA, Harvard, Vancouver, ISO, and other styles

35

Speicher, Stephanie L. "Building Community Using Experiential Education with Elementary Preservice Teachers in a Social Studies Methodology Course." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6642.

Full text

Abstract:

There is urgency for teacher educators to instruct preservice teachers in the core tenants of social justice education. This urgency is based upon the ever-growing shift in the American demographic landscape and the responsibility of educators to teach for equity, justice, identity and community within classrooms across the U.S. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the formal classroom setting. Feelings of incompetence in social justice teaching pedagogy expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential methodology that can prepare preservice elementary teachers to teach for social justice, particularly within an elementary social studies context. Specifically, the study focused on two primary research questions: (1) How do preservice elementary teachers in a social studies methods course conceptualize teaching for social justice within an experiential framework? (2) In what ways did preservice teachers operationalize teaching for social justice in the practicum classroom? Also examined was how development of community in an elementary social studies methodology course fostered the understanding of teaching for social justice among preservice teachers. The findings of this study highlight preservice teachers were able to conceptualize building communities with experiential methods to teach for social justice and how doing so created an effective learning community within the methodology class. Although the preservice teachers valued the implementation of experiential methods into their social studies methodology to foster the teaching of social justice, substantial difficulties were expressed in their incorporation of experiential methods in the practicum environment due to a lack of confidence, teaching competence or collegial support. Recommendations for teacher education programs are also discussed.

APA, Harvard, Vancouver, ISO, and other styles

36

Gilmore-Mason, Terri. "Invoking Student Voices as a Third Space in the Examination of a National Identity." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1428236247.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Shiveley, James McClure. "A comparative case study of three secondary social studies teacher education programs in the state of Ohio /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487854314871695.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Gao, Yan. "SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/274.

Full text

Abstract:

Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.

APA, Harvard, Vancouver, ISO, and other styles

39

AlMaamari, Saif N. A. "Citizenship education in initial teacher education in the Sultanate of Oman : an exploratory study of the perceptions of student teachers of social studies and their tutors." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1081/.

Full text

Abstract:

This study can be regarded as the first study that has focused on exploring citizenship and citizenship education in initial teacher education not only in the Omani context but also in Arabic contexts. Specifically, the main purpose of the present study was to identify the perceptions and practices relating to citizenship education within the initial teacher education programmes for social studies in the seven Colleges of Education. In particular, the research considers the following three issues: (a) the policy context of citizenship education in the educational system in general and in teacher education in particular; (b) the perceptions of stakeholders: the policy-makers, the tutors and the student teachers about citizenship and citizenship education. The perceptions about citizenship education were explored in terms of the rationale, goals, content and approaches of introduction in the curriculum and pedagogy; and (c) the practices of citizenship education by the tutors and the student teachers in order to identify to what extent the perceptions of citizenship education are applied in reality. This broad purpose was achieved by adopting a methodology that was based on an interpretive paradigm, which assumes that educational phenomena can be understood from different viewpoints. Therefore, policy documents were first analysed in order to locate citizenship education in Omani educational policy. Then, thirteen policy-makers from both the Ministry of Education and Teacher Education Institutions were interviewed to explore their perceptions regarding citizenship and citizenship education. In addition, the perceptions of student teachers of social studies in their fourth year and their tutors from seven Colleges of Education were surveyed and then a small sample of them was interviewed to deepen their responses in the questionnaires. Finally, the findings were used to build a framework to develop citizenship education in teacher education in Oman. The study came up with a range of interesting findings about the meanings of citizenship and the current provision of citizenship education in school education in general and teacher education in particular. The data showed that citizenship in the Omani context is, as is the case in other contexts, a multifaceted concept with emphasis being attached to citizens’ duties. The participants were convinced that citizenship is not a static idea; rather, it has always been influenced by the world’s development. Therefore, the stakeholders, except the student teachers, clearly acknowledged that citizenship in the era of globalisation has two dimensions: national citizenship and international citizenship. According to this view, they believed that the duties of Omani citizens stretch beyond their country’s borders. With regard to citizenship education, the study revealed that the participants viewed citizenship education as a means to build national pride and unity which are necessary to maintain stability in the country. Both the tutors and the student teachers experienced the limited and traditional implementations of citizenship education in the preparation programme of social studies. This result related to the dissatisfaction of the policy-makers, especially from the Ministry of Education, about the inadequate preparation of teachers to develop citizenship. Overall, the present study revealed a gap in the intentions of educational policy the requirements of teaching citizenship education in the schools and the actual practices of teacher education preparation programmes. Therefore, the study provided a framework to develop citizenship education in initial teacher education.

APA, Harvard, Vancouver, ISO, and other styles

40

AlMaamari, Saif Nasser Ali. "Citizenship education in initial teacher education in the Sultanate of Oman an exploratory study of the perceptions of student teachers of social studies and their tutors /." Connect to e-thesis, 2009. http://theses.gla.ac.uk/1081/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Cruz, Barbara C. "The effects of a social studies teacher training program, emphasizing global education, on the teaching behaviors of secondary level preservice teachers." FIU Digital Commons, 1990. http://digitalcommons.fiu.edu/etd/2674.

Full text

Abstract:

This study investigates the effects that enrollment in a year’s social studies teacher training program emphasizing global education has on preservice social studies teachers’ teaching behaviors. A qualitative research effort supported by quantitative approaches was employed. A researcher-made questionnaire, the Social Studies Internship Inventory (SSII), was utilized along with classroom observations by a participant-observer. Subjects taking the SSII included all student teachers completing their internships in secondary social studies education during the 1988-1989 academic year. For the observational portion of this study, six subjects were selected from among the aforementioned group. Their student teaching placements were in a mixture of urban, suburban, and inner-city schools at both the junior and senior high school levels. Findings include: much of global education relies on the ability of the teacher to recognize a "critical teaching moment"; a curriculum that emphasizes a global perspective may depend more on the teacher than other curriculums; daily newspaper reading increased significantly between the beginning of the academic year and the end of the internship; a reversal occurred in the popularity of the television and newspaper as the main source of information over the course of the academic year (television news was watched more at the beginning? newspapers consulted more by the end); at the beginning of the study, 20% of the future teachers belonged to a professional organization; by the end of the program, 96% had memberships; though both the discrete and infusion approaches to global perspectives in education have their respective merits, a blending of the two was most effective; the role of the cooperating teacher seems to be crucial in imparting global perspectives to the student teacher; the university supervisor, who was trained in global perspectives, had an effect on the interns’ teaching; an unexpected finding was the great amount of student-talk observed; teachers who were most successful in teaching from a global perspective emphasized critical thinking skills and civic responsibility.

APA, Harvard, Vancouver, ISO, and other styles

42

Raymond, Hilary C. "Learning to teach foreign languages : case studies of six preservice teachers in a teacher education program /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242747968.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Arnett, Harold Wayne. "A comparison of aptitudes of five education majors : elementary, English, industrial technology, math and social studies; with implications for teacher education admission criteria /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307357405.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Stellingwerf, Janet Baker. "Tortilla soup: A teacher resource guide for the elementary social studies classroom." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1147.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Mathews, Sarah A. "An ethnographic examination of perspective consciousness and intercultural competence among social studies student-teachers in Kenya, East Africa." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324539.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3014. Advisers: Mary B. McMullen; Christine I. Bennett.

APA, Harvard, Vancouver, ISO, and other styles

46

Bergstrom, Teresa Michelle. "Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5910.

Full text

Abstract:

This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch’s (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis. Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms. Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs. Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

APA, Harvard, Vancouver, ISO, and other styles

47

Ireland, Cairen D. "Racial Profiling in Education: A Study of Teacher Perceptions of Students in Special Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/933.

Full text

Abstract:

African American males have performed near the bottom of the educational hierarchy in America for centuries. Though some improvements have been noted in the last several decades, educational statistics illustrate the achievement gap still persists between African American and White students (Hanushek, 2016). Disaggregated data show disparities in academic performance, high school drop-out rates, and college completion rates. African American males as early as kindergarten are also facing harsher discipline in schools and Black boys are often excluded from gifted and advanced placement courses and other educational opportunities (Howard, 2010). Yet, this population is over-referred and overrepresented in special education, particularly in eligibility categories like emotional disturbance and intellectual disability. Researchers state White, monolingual females make up the majority of the teacher workforce across the country. Theorists also posited the teacher is the single most important factor in school success and their beliefs about students have a tremendous impact on efficacy and outcomes (Noguera, 2012). These assertions are significant. If teachers have had very little exposure to students of other racial or ethnic backgrounds or have a negative attitude toward students of color based on the master narrative, it will inevitably show up in their discourse, pedagogical practice, and student outcomes.

APA, Harvard, Vancouver, ISO, and other styles

48

Long, Nana. "Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.

Full text

Abstract:

This thesis reports on a multiple case study of four EFL teachers’ long-term development of autonomy in a particular Chinese mainland university. Each teacher was selected as a holistic case because of their variations in dispositions, backgrounds, experiences, and trajectories of development. It addresses three major research questions: 1) How do the teachers control over the multiple aspects of their teacher work across time and contexts? 2) What are the major individual and contextual factors that facilitate and constrain the development of teacher autonomy? 3) How do teacher identities affect the development of teacher autonomy? The study adopted many narrative forms of data collection instruments, including (auto)biographies, interviews, casual conversations, questionnaire, complemented by classroom observations, staff meeting observations, and documents, in order to understand teacher autonomy from the lived experiences of the four teacher participants throughout their careers and lives. By examining the concept of teacher autonomy through the lens of teacher identity, this study analyzed how four teacher participants exercised different degrees of autonomy at different stages of their teaching, research, and administrative roles. It provides a holistic picture of zigzagging pathways towards teacher autonomy across the whole course of their careers. It then discussed how the teachers’ autonomy was facilitated and constrained by contextual and individual factors across time. Based on the findings, this study proposes a conceptual framework to illustrate the close relationship between teacher identity and teacher autonomy, and this relationship’s dynamic and unstable nature across time and contexts. It also suggests there is an urgent need for teacher autonomy scholarship to broaden its scope by moving beyond language teaching and learning to more crucial aspects of language teachers’ daily work and to explore the development of teacher autonomy in a long-term process.

APA, Harvard, Vancouver, ISO, and other styles

49

Price-Dennis, Detra M. "Practicing the Promise of Critical Pedagogy: Case Studies of Three Pre-Service Teachers Mediating the Meaning of Race, Equity, and Social Justice in Middle School Classrooms." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245340799.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Shedlock, Nancy Samar. "Teaching teachers on the topic of GLBT issues| The current condition of teacher education programs." Thesis, Alfred University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3593441.

Full text

Abstract:

Sexual minority students are targets of bullying and experience negative mental health and academic outcomes. Although teachers report positive attitudes towards the needs of sexual minority students, they do not feel prepared to effectively support such students. This study investigated the current ways in which teacher education programs integrate the topic of GLBT needs into the educational experience of pre-service teachers and factors that may affect the integration of the topic. Twenty directors of teacher education programs participated in phone interviews. Some information was also collected from institution and federal websites.

The results indicate that approximately half of teacher preparation programs expect pre-service teachers to develop GLBT related competencies prior to graduating, although very few assess these competencies. Pre-service teachers are most likely to learn about GLBT issues as they relate to family structures, bullying, and literature in a variety of education related courses. Hands-on experiences are limited, with few programs reporting a presence of GLBT faculty or students, few experiences with GLBT issues in the field, and few opportunities to engage in research on GLBT related topics. The results indicate no significant difference in the interview answers by institution type or program accrediting body. The institution's Carnegie Classification, student population, percent of the institution's students enrolled in the education program, and percent of ethnic minority students and faculty in the program were found to have relationships with factors extracted from the questionnaire. The results and implications for teacher education practices are discussed.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Teacher education|Social studies education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles