Subjects -> SOCIAL SCIENCES (Total: 1664 journals)
    - BIRTH CONTROL (22 journals)
    - CHILDREN AND YOUTH (262 journals)
    - FOLKLORE (30 journals)
    - MATRIMONY (16 journals)
    - MEN'S INTERESTS (16 journals)
    - MEN'S STUDIES (90 journals)
    - SEXUALITY (56 journals)
    - SOCIAL SCIENCES (953 journals)
    - WOMEN'S INTERESTS (44 journals)
    - WOMEN'S STUDIES (175 journals)

SOCIAL SCIENCES (953 journals)            First | 1 2 3 4 5     

Showing 801 - 136 of 136 Journals sorted alphabetically
Social & Legal Studies     Hybrid Journal   (Followers: 14)
Social and Personality Psychology Compass     Hybrid Journal   (Followers: 17)
Social Behavior and Personality : An International Journal     Full-text available via subscription   (Followers: 12)
Social Choice and Welfare     Hybrid Journal   (Followers: 11)
Social Cognition     Full-text available via subscription   (Followers: 19)
Social Compass     Hybrid Journal   (Followers: 5)
Social Development & Security : Journal of Scientific Papers     Open Access  
Social Development Issues     Full-text available via subscription  
Social Education     Full-text available via subscription   (Followers: 4)
Social History Studies     Open Access   (Followers: 2)
Social Influence     Hybrid Journal   (Followers: 6)
Social Inquiry : Journal of Social Science Research     Open Access  
Social Justice Research     Hybrid Journal   (Followers: 22)
Social Landscape Journal     Open Access  
Social Philosophy and Policy     Full-text available via subscription   (Followers: 25)
Social Policy and Society     Hybrid Journal   (Followers: 124)
Social Research : An International Quarterly     Full-text available via subscription   (Followers: 5)
Social Science & Medicine     Hybrid Journal   (Followers: 96)
Social Science Computer Review     Hybrid Journal   (Followers: 13)
Social Science Japan Journal     Hybrid Journal   (Followers: 11)
Social Science Protocols     Open Access  
Social Science Research     Hybrid Journal   (Followers: 31)
Social Science Spectrum     Open Access  
Social Sciences     Open Access   (Followers: 4)
Social Sciences & Humanities Open     Open Access   (Followers: 2)
Social Sciences and Missions     Hybrid Journal   (Followers: 3)
Social Sciences in China     Hybrid Journal   (Followers: 6)
Social Semiotics     Hybrid Journal   (Followers: 7)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 2)
Social Studies of Science     Hybrid Journal   (Followers: 33)
Social Studies Research and Practice     Hybrid Journal  
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access  
Socialiniai tyrimai     Open Access  
Socialium : Revista Cientifica de Ciencias Sociales     Open Access  
Socialvetenskaplig tidskrift     Open Access  
Sociedad e Infancias     Open Access  
Sociedade e Cultura     Open Access  
Sociedade e Estado     Open Access   (Followers: 2)
Sociétés & Représentations     Full-text available via subscription   (Followers: 1)
Society     Open Access  
Socio     Open Access  
Socio-analysis     Full-text available via subscription   (Followers: 3)
Socio-Ecological Practice Research     Hybrid Journal  
Sociología y Tecnociencia     Open Access  
Sophia Austral     Open Access  
Soshum : Jurnal Sosial dan Humaniora     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
Soundings : An Interdisciplinary Journal     Full-text available via subscription   (Followers: 1)
South Asian Journal of Social Studies and Economics     Open Access  
Sozial Extra     Hybrid Journal   (Followers: 1)
Soziale Passagen     Hybrid Journal  
Sri Lanka Journal of Advanced Social Studies     Open Access  
Sri Lanka Journal of Social Sciences     Open Access  
Studi Magrebini : North African Studies     Full-text available via subscription  
Studia Socialia Cracoviensia     Open Access   (Followers: 1)
Studies in Asian Social Science     Open Access  
Studies in Social Justice     Open Access   (Followers: 8)
Sultan Agung Fundamental Research Journal     Open Access  
Suma de Negocios     Open Access   (Followers: 1)
Suomen Sukututkimusseuran Vuosikirja     Open Access  
Survey Research Methods     Open Access   (Followers: 3)
Sustainability     Open Access   (Followers: 22)
Sustainability : Science, Practice, & Policy     Open Access   (Followers: 2)
Symmetry     Open Access  
Symposion : Theoretical and Applied Inquiries in Philosophy and Social Sciences     Open Access  
Søkelys på arbeidslivet (Norwegian Journal of Working Life Studies)     Open Access  
Tangent     Hybrid Journal  
Tapuya : Latin American Science, Technology and Society     Open Access   (Followers: 1)
Technology transfer: innovative solutions in Social Sciences and Humanities     Open Access   (Followers: 1)
TechTrends     Hybrid Journal   (Followers: 8)
Teme : Journal of Social Sciences     Open Access  
Tempo Social     Open Access  
Teoría y Praxis     Open Access  
Textos & Contextos (Porto Alegre)     Open Access  
The Batuk     Open Access   (Followers: 12)
The Equilibrium     Open Access  
The EXceptional Parent     Full-text available via subscription  
The New Yorker     Full-text available via subscription   (Followers: 31)
The Tocqueville Review/La revue Tocqueville     Full-text available via subscription   (Followers: 3)
The Winnower     Open Access  
The Women : Annual Research Journal of Gender Studies     Open Access   (Followers: 5)
Thesis     Open Access  
Third Sector Review     Full-text available via subscription   (Followers: 3)
Tidsskrift for kjønnsforskning     Open Access  
Tidsskrift for samfunnsforskning     Open Access  
Tidsskrift for velferdsforskning     Open Access  
Tieteessä Tapahtuu     Open Access  
Tinkazos     Open Access  
Trabajos y Comunicaciones     Open Access  
Trama : Revista de Ciencias Sociales y Humanidades     Open Access  
Trans-pasando Fronteras     Open Access  
Transmodernity : Journal of Peripheral Cultural Production of the Luso-Hispanic World     Open Access   (Followers: 4)
Transmotion     Open Access   (Followers: 7)
Transtext(e)s Transcultures     Open Access  
Trayectorias Humanas Trascontinentales : TraHs     Open Access  
Trivium     Open Access   (Followers: 1)
Tulane Undergraduate Research Journal     Open Access   (Followers: 1)
Twentieth Century Communism     Full-text available via subscription   (Followers: 1)
Twenty-First Century Society: Journal of the Academy of Social Sciences     Hybrid Journal  
UC Merced Undergraduate Research Journal     Open Access  
UC Riverside Undergraduate Research Journal     Open Access  
UED Journal of Social Sciences, Humanities and Education     Open Access  
Ultima Década     Open Access  
Uluslararası Anadolu Sosyal Bilimler Dergisi / International Anatolian Journal of Social Sciences     Open Access  
Umanistica Digitale     Open Access   (Followers: 2)
Uni-pluriversidad     Open Access  
Universidad de La Habana     Open Access  
Universidad y Ciencia     Open Access  
Universidad, Escuela y Sociedad     Open Access  
Universitas Científica     Open Access  
Universitas-XXI, Revista de Ciencias Sociales y Humanas     Open Access   (Followers: 1)
University of Mauritius Research Journal     Open Access  
Universum : Revista de Humanidades y Ciencias Sociales     Open Access   (Followers: 1)
UNM Environmental Journals     Open Access  
Unoesc & Ciência - ACSA     Open Access  
VA Engage Journal     Open Access  
Variations : Revue Internationale de Théorie Critique     Open Access   (Followers: 1)
VFAST Transactions on Education and Social Sciences     Open Access  
Vilnius University Proceedings     Open Access  
Voluntas: International Journal of Voluntary and Nonprofit Organizations     Hybrid Journal   (Followers: 14)
Wani : Revista del Caribe Nicaragüense     Open Access  
War & Society     Hybrid Journal   (Followers: 27)
Weather, Climate, and Society     Hybrid Journal   (Followers: 16)
Wellbeing, Space & Society     Open Access   (Followers: 3)
Women Against Violence : An Australian Feminist Journal     Full-text available via subscription   (Followers: 15)
Workplace : A Journal for Academic Labor     Open Access   (Followers: 1)
World Journal of Social Science     Open Access  
World Journal of Social Science Research     Open Access   (Followers: 2)
Youth Studies Australia     Full-text available via subscription   (Followers: 3)
Zambia Social Science Journal     Open Access   (Followers: 2)
Zeitschrift für Medienwissenschaft     Open Access   (Followers: 2)
Œconomia     Open Access  
Вісник ДонНУЕТ. Серія. Гуманітарні науки     Open Access  
Култура / Culture     Open Access   (Followers: 1)

  First | 1 2 3 4 5     

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Social Studies Research and Practice
Number of Followers: 0  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Online) 1933-5415
Published by Emerald Homepage  [360 journals]
  • Opportunities and barriers: social studies in the absence of mandated
           curriculum

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      Authors: Adam Huck
      Abstract: This study sought to identify teachers' overall experiences in teaching social studies, the considerations they make in planning and implementing social studies lessons in the absence of mandated curriculum, approaches to social studies instruction and the role of legislation on social studies instruction. Two practicing teachers at different grade levels participated in this study to allow for comparative case study analysis. Teachers were observed teaching social studies lessons and then were interviewed to gain an understanding of their perspectives on teaching social studies at the elementary level and the role that administrative and legislative messaging played in their decision-making. The lack of a scripted and formal program for social studies created opportunities for teacher autonomy and content integration in lessons. This is especially true for teachers that place a high value on social studies content and skills. Persistent issues, such as limited time and mandated testing pressures, continue to create barriers that teachers must work to overcome. Since teachers play a critical role in the enactment of policy and curriculum, when a formal curriculum program is absent, opportunities arise. Control of the classroom and inherent messaging therein continues to create a high value battleground. When teachers are given the autonomy to set lesson outcomes, opportunities for quality instruction, such as project based learning and content integration, are possible.
      Citation: Social Studies Research and Practice
      PubDate: 2022-06-17
      DOI: 10.1108/SSRP-01-2022-0002
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • “Courage, loyalty, and cruelty”: learning history in a
           classical Christian school

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      Authors: Colleen Fitzpatrick
      Abstract: This study explores how the context of a classical Christian school (CCS) interacted with a how teacher taught and how students learned and experienced a unit about World War II. A sixth-grade class was observed during their 13-day unit on World War I. The teacher was interviewed before the unit began to understand her goals for the unit and was interviewed after for her to reflect on her teaching and student learning. All classroom documents (notes, worksheets, essays) were collected. After the unit, each student participated in a think aloud of the assessment and reflected on their experiences during the unit. The findings suggest that teacher and students were greatly impacted by the classical Christian nature of the school. The teacher used three biblical themes to frame the unit, which caused misconceptions for students. While students learned factual information about World War II, they struggled to relate the teacher's themes to World War II. This study adds insights about teaching and learning history in a CCS and highlights the need for more research to explore what and how students in private religious schools are learning. While the teacher's themes could have been useful organizing concepts for the material, they instead complicated student learning.
      Citation: Social Studies Research and Practice
      PubDate: 2022-06-02
      DOI: 10.1108/SSRP-03-2022-0007
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Critical friendship as vital to the development of RPCK

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      Authors: Elizabeth C. Barrow , Taylor Norman
      Abstract: The purpose of this manuscript is to reveal how a White social studies teacher educator attempted to go from being a non-racist educator to an anti-racist educator (King and Chandler, 2016) and build her racial pedagogical content knowledge (RPCK). This manuscript is on part of a collaborative self-study. The authors used critical friendship (Schuck and Russell, 2005) and RPCK as the conceptual framework. The authors used self-study research methodology to analyze and interrogate analytical reflections, course syllabi, and course assignments. All data were analyzed through intentional and analytical dialogue over the course of weekly debriefs and three formal debriefing sessions. Findings from this study indicate that while stressful and challenging at times, the critical friendship with Taylor was vital in developing her RPCK. The friendship liberated and brought voice to her traditional, racialized self through intentional and analytic dialogue. This dialogue benefited the curricular review she was conducting on her content methods course to develop and integrate RPCK to her pedagogical mind. The authors show that critical friendships can transform definitions of self and pedagogical practice. If social studies teacher educators are going to do the work of anti-racism, then it is our suggestion that they form a critical friendship to support their self-growth and pedagogical intentions before suggesting pedagogical innovations. This paper includes visual representation of RPCK that will allow other social studies teacher educators to teach the concept to their students. It also provides a framework to support others who want to work on their RPCK and racialized self. This manuscript fulfills a need in the field by highlighting how a teacher educator can leverage a critical friendship to describe and reveal the enactment and analysis of balancing the self and practice regarding RPCK development. Visual representations of the conceptualization of RPCK are included.
      Citation: Social Studies Research and Practice
      PubDate: 2022-05-03
      DOI: 10.1108/SSRP-11-2021-0031
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Effects of structured writing strategies in the high school history
           classroom

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      Authors: Erin Bennett , Phu Vu , Lan Vu
      Abstract: This action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing. Collected data involved the result of a pre-test and post-test comparing writing scores of students before and after the intervention, students' survey and co-teacher's interview. The findings indicated that the intervention of writing frames and writing guides had a positive effect on student writing performances. Discussions and implications for further studies were also included. The findings informed the teacher that general writing skills could be applied across the curriculum.
      Citation: Social Studies Research and Practice
      PubDate: 2022-03-11
      DOI: 10.1108/SSRP-12-2021-0032
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • A lesson in missed opportunities: examining the use of data visualizations
           in online history lessons

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      Authors: Carrie E. Finholm , Tamara L. Shreiner
      Abstract: Over the last several decades, individuals have had access to and encountered more data than ever before. Data can be used to persuade people how to vote, support policies, adopt arguments or agendas and buy products. Data directly relate to our everyday lives including our finances, careers, educational performance and health. Therefore, it is more critical than ever for individuals and students to become data literate. This article presents a study examining the use of data visualizations in K-12 history lessons from eight popular online curricular resources. The method employed was content analysis of 1,356 lesson plans across the eight websites. About a third of the history lessons reviewed contained data visualizations, but there were mixed results across websites as to whether lesson plans provided guidance on data literacy instruction. Because online lesson plans frequently miss opportunities to use data visualizations to deepen students’ understanding and support data literacy skills, teachers need to be aware of missed opportunities and consider ways to enhance or revise the lessons. This study provides insight into the likelihood that history lessons found on popular online curriculum websites will support data literacy instruction. The lack of pedagogical guidance in such curricular resources underscores the importance of including data literacy in teacher education and professional development.
      Citation: Social Studies Research and Practice
      PubDate: 2022-03-04
      DOI: 10.1108/SSRP-02-2022-0005
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Travel with the “giants” of the Harlem Renaissance

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      Authors: Cynthia Leigh Wadlington , Janet Strickland , Natasha N. Ramsay-Jordan , Andrea Smith
      Abstract: Harlem Renaissance Party by Faith Ringgold follows a young boy and his uncle as they visit the “giants” of the Harlem Renaissance. Lonnie and Uncle Bates travel through Harlem to meet historical figures, such as W.E.B. Du Bois, Langston Hughes, Madam CJ Walker and others. They also visit historical venues where Black artists performed. Such venues included the Cotton Club, the Harlem Opera House and the Schomburg Library. As students study the end of the Civil War and the early 1900s, they should learn about the causes of the Great Migration that led Black artists to flee from the south to larger cities in the north. In addition, Jim Crow Laws and other discriminatory practices prevented Black artists from performing their crafts. The Harlem Renaissance has had lasting effects on arts, music, literature and dance. In addition, students should use credible sources to gather information and documents about historical events and people. These inquiry-based activities also integrate arts education and history to reach diverse student populations as they gain meaningful experiences interacting with authentic documents. As students study the end of the Civil War and the early 1900s, they should learn about the causes of the Great Migration that led Black artists to flee the south to larger cities in the north. In addition, Jim Crow Laws and other discriminatory practices prevented Black artists from performing their crafts.
      Citation: Social Studies Research and Practice
      PubDate: 2022-01-17
      DOI: 10.1108/SSRP-08-2021-0022
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Guest editorial: Global education and pedagogy in PK-12 schools and
           teacher education for the 21st century

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      Guest editorial: Global education and pedagogy in PK-12 schools and teacher education for the 21st century
      Omiunota Ukpokodu
      Social Studies Research and Practice, Vol. 17, No. 1, pp.1-5 Social Studies Research and Practice 2022-05-11
      DOI: 10.1108/SSRP-05-2022-081
      Issue No: Vol. 17 , No. 1 (2022)
       
  • Do words matter': Using inquiry and the politics of naming to promote
           critical global citizenship education

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      Authors: Aaron Paul Johnson , Taylor Hamblin
      Abstract: US president Donald J. Trump has referred to the coronavirus disease (COVID-19) as the “Chinese” virus. Trump's choice of terms (i.e. naming) provides an illustrative entry point concerning the politics of naming and how analysis of language used within historical and political contexts can be used to engage students with global education principles. This work aims to extend Hanvey's (1976) notion of perspective consciousness to include critical elements (e.g. Andreotti, 2014) that aim to uncover power structures that ultimately shape worldviews and manifest in communicative signs/signals (e.g. language). Utilizing Dewey's invocation of language as the “tool of tools,” the authors provide a series of three classroom-ready inquiries that serve to foster critical global citizenship education. Three classroom-ready inquiries informed by the inquiry design model are presented along with resources needed to teach them. Research has suggested the concept “global” is understood by much of the world as an instrument of US hegemony that commonly normalizes Western supremacy myths (see Andreotti, 2014; Myers, 2006). Running parallel with these concerns are research findings that suggest practitioner avoidance of global citizenship education (see Cogan and Grossman, 2009; Merryfield and Kasai, 2010; Zong, 2009). With these concerns in mind, this work provides teachers with accessible tools that promote critical notions of global citizenship education in the classroom.
      Citation: Social Studies Research and Practice
      PubDate: 2022-04-15
      DOI: 10.1108/SSRP-07-2020-0028
      Issue No: Vol. 17 , No. 1 (2022)
       
  • Teaching and learning with morning meeting in elementary social studies
           methods courses

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      Authors: Ariel Cornett , Alexa M. Quinn
      Abstract: Using morning meeting, an evidence-based practice that is part of the responsive classroom (RC) approach, the authors (two teacher educators [TEs]) created opportunities for teacher candidates (TCs) to experience representations, decompositions and approximations of practice in multiple iterations of an elementary social studies methods course. The authors detail how TEs can expose TCs to social studies content (e.g. the National Council for the Social Studies themes) that can be incorporated into structured, daily classroom routines, such as morning meeting. The authors include TE-created morning meeting facilitation guides with components such as a morning message, greeting, share, group activity and theme justification. Furthermore, the authors outline TCs' reflections on planning and implementing a morning meeting with a partner in addition to their own reflections on the TCs' feedback. This work has implications related to TEs and TCs in elementary social studies methods courses as well as current and future students in elementary classrooms.
      Citation: Social Studies Research and Practice
      PubDate: 2021-10-29
      DOI: 10.1108/SSRP-07-2021-0019
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Integrating global sustainability into social studies teachers' education:
           a collaborative self-study

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      Authors: Guichun Zong
      Abstract: There have been increasing calls for social studies educators to engage issues of sustainability. Proponents argue that the very survival of the planet depends on the degree to which teachers can move learners away from unsustainable beliefs and behaviors to those grounded in interdisciplinary approaches to solving community and global challenges. How to implement this vision of sustainability education' The purpose of the paper is to report the results of teacher-educators' curriculum and pedagogical approaches to implement the National Council for Social Studies (NCSS) C3 framework to engage and empower prospective and practicing teachers to teach for a sustainable future. The study is guided by the growing field of self-study in teacher education, a type of research undertaken by teacher-educators with the dual purpose of personal professional development and a deep understanding of teacher-education practices. Most data were derived from multiple, recursive conversations (both formal and informal) around curriculum decisions and pedagogical choices to integrate sustainability issues into teacher-education courses. Additional data sources include classroom lecture notes and PowerPoint presentations, course readings and resources. The authors' three years of collaborative work has shown that an issues-centered, interdisciplinary approach to select and integrate global issues, the current event article analysis, young adult literature and discussion and deliberation of local sustainable development issues that are some of the most effective pedagogical tools to engage and empower teacher candidates in learning about issues that affect the sustainable development of global community. The NCSS C3 provides a powerful framework to scaffold the process of analyzing sustainable issues while also teaching social studies curriculum and standards and skills. Scholars of global education have called for shifting from an anthropocentric philosophy to a bio-centric worldview emphasizing the embeddedness of humans within the environment. How can social studies teacher-educators implement this vision of global education What instructional resources strategies and learning activities can be effectively integrated into existing courses to help candidates develop competences and commitment to teaching for global sustainability The study examines the innovative approaches to addressing these critical topics in teacher education.
      Citation: Social Studies Research and Practice
      PubDate: 2021-11-23
      DOI: 10.1108/SSRP-08-2021-0024
      Issue No: Vol. 17 , No. 1 (2021)
       
  • Tensions with international mindedness: teaching in the international
           baccalaureate program

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      Authors: Karen Fran Chernoff
      Abstract: International mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum. For this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing. IM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history. There is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.
      Citation: Social Studies Research and Practice
      PubDate: 2021-11-09
      DOI: 10.1108/SSRP-05-2021-0011
      Issue No: Vol. 17 , No. 1 (2021)
       
  • The importance of John Dewey's philosophy for global learning theory and
           practice

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      Authors: Hilary Landorf , Catherine Wadley
      Abstract: The purpose of this article is to uncover the importance and relevance of John Dewey's philosophy for the key processes, purpose and practices of global learning. This study used a qualitative historical methodology to analyze John Dewey's education philosophy and its relevance to the theory, practice and purpose of global learning. The study accomplished this analysis through an in-depth examination of the Deweyan concepts of a quality educative experience and reflective thinking, and their applications to global learning in K-16 education. Through a careful analysis of Dewey's definition, explanation and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provide a solid foundation for its essential processes, practices and purpose. Implications of this research include the awareness of Dewey's influence in teaching and learning for an increasingly interconnected world and the use of Deweyan philosophy as a basis for global learning innovations throughout the K-16 curriculum and co-curriculum. In this article, the authors uncover the work of John Dewey's education philosophy and vision of learning to highlight its relevance to global learning. Through a careful analysis of Dewey's definition, explanations and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provides a solid foundation for its essential processes, practices and purpose.
      Citation: Social Studies Research and Practice
      PubDate: 2021-10-28
      DOI: 10.1108/SSRP-09-2021-0027
      Issue No: Vol. 17 , No. 1 (2021)
       
  • Justice-oriented global education within three world history teachers'
           worldviews and practice

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      Authors: Hanadi Shatara
      Abstract: The purpose of this study is to present the development of justice-oriented worldviews among three New York City public school global history teachers and its manifestations in their curriculum and practice. This qualitative study, part of a larger study, relied on interviews centering around participants' backgrounds, international experiences and global perspectives, along with observations of their teaching. The findings show that participants' experiences, particularly with global issues such as climate change, capitalism, and global inequality influenced their worldviews to focus on justice. As a result, there were direct connections of their justice-oriented worldviews in their teaching of global history. This study highlights the ways in which global history teachers' worldviews influence their teaching practice. Presenting justice-oriented teaching allows for veteran and future teachers to consider this type of instruction in their world history and global studies classroom. Additionally, this study provides insight into the intersections of world history and global education taking place within secondary classrooms that focus on justice rather than traditional world history content teaching.
      Citation: Social Studies Research and Practice
      PubDate: 2021-08-16
      DOI: 10.1108/SSRP-06-2020-0027
      Issue No: Vol. 17 , No. 1 (2021)
       
  • “Using what you have” to teach for global citizenship

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      Authors: Andrea Christoff
      Abstract: This case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education' Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education. The data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study. The findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education. This research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom. For social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial. This study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.
      Citation: Social Studies Research and Practice
      PubDate: 2021-06-15
      DOI: 10.1108/SSRP-09-2020-0046
      Issue No: Vol. 17 , No. 1 (2021)
       
  • Teaching for international mindedness in Chicago Public Schools
           International Baccalaureate humanities classes

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      Authors: Charles Tocci , Ann Marie Ryan , David C. Ensminger , Catur Rismiati , Ahlam Bazzi Moughania
      Abstract: The International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's “Learner Profile,” which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness. The project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis. We find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation. Ultimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of “international mindedness” as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions.
      Citation: Social Studies Research and Practice
      PubDate: 2021-06-02
      DOI: 10.1108/SSRP-09-2020-0040
      Issue No: Vol. 17 , No. 1 (2021)
       
  • “I had a big bias”: disrupting children's biases, stereotypes
           through studying cultures

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      Authors: Heidi J. Torres
      Abstract: This article describes a study examining the influence of a curricular intervention on 25 third-graders' stereotypes and biases related to world cultures and the people who embody them. The qualitative study focused on privileging student voice through an inductive analytical approach. Triangulated data sources include focus group and paired interviews, recorded lessons, student and teacher curricular documents, as well as field notes. Results—primarily reported through the children's own thoughts and voices—describe students' initial ideas about world cultures and people prior to experiencing the curriculum, and afterward, documenting shifts in stereotypical beliefs and biased attitudes. Findings indicate many students made positive changes, altering incorrect assumptions about other cultures and people. In addition, some children became able to recognize stereotypes and biases, generalize what they learned to other situations beyond those addressed in the curriculum and identify their own bias. This study provides insight into an understudied topic and population in social studies education. It presents evidence that young children are capable of successfully engaging with the complex topics of bias and stereotypes in meaningful ways, thus providing a rationale for addressing stereotypes and bias concerning world cultures in elementary classrooms.
      Citation: Social Studies Research and Practice
      PubDate: 2021-05-12
      DOI: 10.1108/SSRP-09-2020-0042
      Issue No: Vol. 17 , No. 1 (2021)
       
  • Preparing the next generation of global educators: an imperative in
           teacher education

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      Authors: Bárbara C. Cruz , Cristina M. Viera
      Abstract: In addition to imparting pedagogical content knowledge, teacher educators have the special responsibility to help future practitioners understand critical, contemporary social issues in our ever-globalized world. The purpose of this article is to describe one teacher education effort that heeds calls from learned societies and accreditation agencies to prepare preservice teachers for their inevitably global classrooms. The authors – both instructors of a semester-long, required course in a social studies teacher education program – reflect on their practice, outline guiding principles and provide pedagogical examples that encourage preservice teachers to consider complex topics found within global education, while simultaneously helping them reflect on their own positionality. Most preservice teachers embrace global perspectives in education if provided with opportunities to identify curricular relevance, acknowledge multiple viewpoints, practice continuous reflection, explore global awareness and citizenship, and understand the imperative of accepting responsibility to prepare global citizens. This manuscript shares successful classroom strategies and learning exercises that have resulted in preservice teacher growth. Teacher educators can and should “globalize” course curricula, equipping social studies teachers with the knowledge, aptitude and skills necessary to teach the next generation of global citizens. The teacher education course described herein offers a practical approach for preparing a cadre of educators ready to teach in our globalized world.
      Citation: Social Studies Research and Practice
      PubDate: 2020-11-09
      DOI: 10.1108/SSRP-08-2020-0038
      Issue No: Vol. 17 , No. 1 (2020)
       
  • Social Studies Research and Practice

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