Pub Date : 2022-09-29DOI: 10.1108/ssrp-06-2022-0017
Michelle Reidel, Cinthia Salinas
PurposeThe purpose of this self-study is to investigate how critically examining our emotions as social studies teacher educators (SSTEs) can inform practice and further the project of moving race from the margins of social studies curricula.Design/methodology/approachThis self-study's design includes the use of multiple data collection methods and continuous dialogue with Chris who served as Macy's critical friend. The authors independently analyzed the data following the same procedure with each data set and then utilized a constant comparative method to reconcile our coding.FindingsThe findings point to the importance of critical emotional reflexivity in any effort to reposition race as central rather than peripheral to teaching and learning social studies content.Originality/valueThis study is not under review with another journal.
{"title":"Feeling race in the social studies classroom: a self-study","authors":"Michelle Reidel, Cinthia Salinas","doi":"10.1108/ssrp-06-2022-0017","DOIUrl":"https://doi.org/10.1108/ssrp-06-2022-0017","url":null,"abstract":"PurposeThe purpose of this self-study is to investigate how critically examining our emotions as social studies teacher educators (SSTEs) can inform practice and further the project of moving race from the margins of social studies curricula.Design/methodology/approachThis self-study's design includes the use of multiple data collection methods and continuous dialogue with Chris who served as Macy's critical friend. The authors independently analyzed the data following the same procedure with each data set and then utilized a constant comparative method to reconcile our coding.FindingsThe findings point to the importance of critical emotional reflexivity in any effort to reposition race as central rather than peripheral to teaching and learning social studies content.Originality/valueThis study is not under review with another journal.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123826796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-16DOI: 10.1108/ssrp-06-2022-0018
Miguel Gómez
PurposeThis paper seeks to provide instructional methods for using blackout poetry and primary sources to learn about marginalized voices from history within a social studies classroom. Blackout poetry provides students with authentic opportunities to engage in meaningful learning experiences using primary sources and marginalized voices that are both hands-on in nature and promote the use of critical thinking.Design/methodology/approachThis paper opted to describe an approach to teach students about marginalized voices in history through the use of primary sources and blackout poetry. Step-by-step instruction was provided via an included table so that readers can recreate the lesson in readers' own classrooms.FindingsThis paper offers insights about how blackout poetry can be used to provide students an authentic experience with primary sources and historically marginalized voices. These experiences include opportunities to critically think about the context and significance or these marginalized voices and impact of marginalized voices on history through individual and cooperative learning opportunities.Practical implicationsThis paper is designed for teachers to utilize and replicate in teachers' own social studies classrooms.Social implicationsThis paper provides teachers with detailed steps on how teachers can amplify traditionally marginalized voices in social studies instruction of teachers.Originality/valueThis paper recognizes the important role that primary sources have in the social studies classroom along with the historically under representative role that marginalized voices have had in the author's social studies classrooms. Through an original approach, using blackout poetry, the author presents a unique perspective on how to teach about historically marginalized voices using primary sources in a manner that supports historical thinking.
{"title":"Engaging with historically marginalized voices through blackout poetry","authors":"Miguel Gómez","doi":"10.1108/ssrp-06-2022-0018","DOIUrl":"https://doi.org/10.1108/ssrp-06-2022-0018","url":null,"abstract":"PurposeThis paper seeks to provide instructional methods for using blackout poetry and primary sources to learn about marginalized voices from history within a social studies classroom. Blackout poetry provides students with authentic opportunities to engage in meaningful learning experiences using primary sources and marginalized voices that are both hands-on in nature and promote the use of critical thinking.Design/methodology/approachThis paper opted to describe an approach to teach students about marginalized voices in history through the use of primary sources and blackout poetry. Step-by-step instruction was provided via an included table so that readers can recreate the lesson in readers' own classrooms.FindingsThis paper offers insights about how blackout poetry can be used to provide students an authentic experience with primary sources and historically marginalized voices. These experiences include opportunities to critically think about the context and significance or these marginalized voices and impact of marginalized voices on history through individual and cooperative learning opportunities.Practical implicationsThis paper is designed for teachers to utilize and replicate in teachers' own social studies classrooms.Social implicationsThis paper provides teachers with detailed steps on how teachers can amplify traditionally marginalized voices in social studies instruction of teachers.Originality/valueThis paper recognizes the important role that primary sources have in the social studies classroom along with the historically under representative role that marginalized voices have had in the author's social studies classrooms. Through an original approach, using blackout poetry, the author presents a unique perspective on how to teach about historically marginalized voices using primary sources in a manner that supports historical thinking.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"391 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124236431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-17DOI: 10.1108/ssrp-01-2022-0002
Adam Huck
PurposeThis 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.Design/methodology/approachTwo 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.FindingsThe 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.Originality/valueSince 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.
{"title":"Opportunities and barriers: social studies in the absence of mandated curriculum","authors":"Adam Huck","doi":"10.1108/ssrp-01-2022-0002","DOIUrl":"https://doi.org/10.1108/ssrp-01-2022-0002","url":null,"abstract":"PurposeThis 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.Design/methodology/approachTwo 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.FindingsThe 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.Originality/valueSince 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.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134239185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-02DOI: 10.1108/ssrp-03-2022-0007
C. Fitzpatrick
PurposeThis 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.Design/methodology/approachA 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.FindingsThe 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.Originality/valueThis 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.
{"title":"“Courage, loyalty, and cruelty”: learning history in a classical Christian school","authors":"C. Fitzpatrick","doi":"10.1108/ssrp-03-2022-0007","DOIUrl":"https://doi.org/10.1108/ssrp-03-2022-0007","url":null,"abstract":"PurposeThis 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.Design/methodology/approachA 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.FindingsThe 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.Originality/valueThis 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.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129649576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.1108/ssrp-05-2022-081
O. Ukpokodu
{"title":"Guest editorial: Global education and pedagogy in PK-12 schools and teacher education for the 21st century","authors":"O. Ukpokodu","doi":"10.1108/ssrp-05-2022-081","DOIUrl":"https://doi.org/10.1108/ssrp-05-2022-081","url":null,"abstract":"","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127548483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1108/ssrp-11-2021-0031
Elizabeth C. Barrow, Taylor Norman
PurposeThe 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).Design/methodology/approachThis 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.FindingsFindings 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.Research limitations/implicationsThe 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.Practical implicationsThis 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.Originality/valueThis 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.
本文的目的是揭示白人社会研究教师教育者如何试图从非种族主义教育者转变为反种族主义教育者(King and Chandler, 2016)，并建立她的种族教学内容知识(RPCK)。设计/方法/方法本文是一项合作自习的一部分。作者使用批判性友谊(Schuck and Russell, 2005)和RPCK作为概念框架。作者使用自学研究方法来分析和询问分析性反思、课程大纲和课程作业。所有数据都是通过每周汇报和三次正式汇报过程中的有意和分析性对话来分析的。这项研究的结果表明，虽然有时会有压力和挑战，但与泰勒的关键友谊对她的RPCK发展至关重要。这种友谊通过有意的和分析性的对话，解放了她传统的、种族化的自我，并为她带来了声音。这种对话有利于她在内容方法课程中进行的课程回顾，以发展和整合RPCK到她的教学思想中。研究局限/启示作者表明，关键的友谊可以改变对自我和教学实践的定义。如果社会研究教师教育者要做反种族主义的工作，那么我们建议他们在提出教学创新之前，先建立一种重要的友谊，以支持他们的自我成长和教学意图。本文包括RPCK的可视化表示，这将允许其他社会研究教师教育工作者向他们的学生教授这个概念。它还提供了一个框架来支持那些想要在RPCK和种族化自我上工作的人。原创性/价值本手稿通过强调教师教育者如何利用关键的友谊来描述和揭示关于RPCK发展的平衡自我和实践的制定和分析，满足了该领域的需求。包括RPCK概念化的可视化表示。
{"title":"Critical friendship as vital to the development of RPCK","authors":"Elizabeth C. Barrow, Taylor Norman","doi":"10.1108/ssrp-11-2021-0031","DOIUrl":"https://doi.org/10.1108/ssrp-11-2021-0031","url":null,"abstract":"PurposeThe 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).Design/methodology/approachThis 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.FindingsFindings 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.Research limitations/implicationsThe 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.Practical implicationsThis 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.Originality/valueThis 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.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114517705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.1108/ssrp-07-2020-0028
A. Johnson, Taylor Hamblin
Purpose 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.Design/methodology/approach 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.Findings Three classroom-ready inquiries informed by the inquiry design model are presented along with resources needed to teach them.Originality/value 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.
美国总统唐纳德·j·特朗普将冠状病毒(COVID-19)称为“中国”病毒。特朗普对术语的选择(即命名)提供了一个说明性的切入点，涉及命名的政治，以及如何利用历史和政治背景下使用的语言分析来吸引学生了解全球教育原则。这项工作旨在扩展Hanvey(1976)的视角意识概念，以包括关键因素(例如Andreotti, 2014)，旨在揭示最终塑造世界观并体现在交际符号/信号(例如语言)中的权力结构。利用杜威对语言作为“工具中的工具”的召唤，作者提供了一系列三个课堂就绪的调查，以促进批判性的全球公民教育。通过探究设计模型提出了三个课堂就绪的探究，以及教授这些探究所需的资源。原创性/价值研究表明，“全球”这个概念被世界上许多地方理解为美国霸权的工具，通常使西方霸权神话正常化(见Andreotti, 2014;迈尔斯,2006)。与这些担忧并行的研究结果表明，从业者回避全球公民教育(见Cogan和Grossman, 2009;Merryfield and Kasai, 2010;宗庆后,2009)。考虑到这些问题，这项工作为教师提供了可访问的工具，在课堂上促进全球公民教育的关键概念。
{"title":"Do words matter?: Using inquiry and the politics of naming to promote critical global citizenship education","authors":"A. Johnson, Taylor Hamblin","doi":"10.1108/ssrp-07-2020-0028","DOIUrl":"https://doi.org/10.1108/ssrp-07-2020-0028","url":null,"abstract":"Purpose 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.Design/methodology/approach 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.Findings Three classroom-ready inquiries informed by the inquiry design model are presented along with resources needed to teach them.Originality/value 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.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116704351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-11DOI: 10.1108/ssrp-12-2021-0032
Erin K. Bennett, Phu Vu, Lan Vu
PurposeThis action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing.Design/methodology/approachCollected 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.FindingsThe 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.Originality/valueThe findings informed the teacher that general writing skills could be applied across the curriculum.
{"title":"Effects of structured writing strategies in the high school history classroom","authors":"Erin K. Bennett, Phu Vu, Lan Vu","doi":"10.1108/ssrp-12-2021-0032","DOIUrl":"https://doi.org/10.1108/ssrp-12-2021-0032","url":null,"abstract":"PurposeThis action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing.Design/methodology/approachCollected 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.FindingsThe 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.Originality/valueThe findings informed the teacher that general writing skills could be applied across the curriculum.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"404 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126976556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-04DOI: 10.1108/ssrp-02-2022-0005
Carrie E. Finholm, Tamara L. Shreiner
Purpose 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.Design/methodology/approach The method employed was content analysis of 1,356 lesson plans across the eight websites.Findings 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.Practical implications 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.Originality/value 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.
{"title":"A lesson in missed opportunities: examining the use of data visualizations in online history lessons","authors":"Carrie E. Finholm, Tamara L. Shreiner","doi":"10.1108/ssrp-02-2022-0005","DOIUrl":"https://doi.org/10.1108/ssrp-02-2022-0005","url":null,"abstract":"Purpose 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.Design/methodology/approach The method employed was content analysis of 1,356 lesson plans across the eight websites.Findings 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.Practical implications 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.Originality/value 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.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133334197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-17DOI: 10.1108/ssrp-08-2021-0022
Cynthia Leigh Wadlington, Janet Strickland, Natasha N. Ramsay-Jordan, Andrea Smith
PurposeHarlem 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.Design/methodology/approachAs 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.FindingsThese inquiry-based activities also integrate arts education and history to reach diverse student populations as they gain meaningful experiences interacting with authentic documents.Originality/valueAs 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.
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