Download or read book A Study of the Implications of Two Methods of Teaching Social Studies the Text book Method and the Correlation of Social Studies with Selected Subjects in the R B Hudson High School Selma Alabama written by Mary F. Carroll and published by . This book was released on 1954 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Master s Theses in Education written by T. A. Lamke and published by . This book was released on 1955 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of Two Methods of Teaching Social Studies written by Alice A. McCarthy and published by . This book was released on 1970 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Methods Of Teaching Social Studies written by B.V. Kumari and published by Discovery Publishing House. This book was released on 2004 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contents: Teaching of the Subject, Concept and Scope, The Socialisation, Part of National Curriculum, Aims and Objectives, Significance of the Motives, Teaching Methods, Project Methods, Problem Method, Role of Technology, Micro-teaching, Learning by Programme, Teaching Aids, Significance of Dalton Plan, Curriculum, Course Selection, Textbooks and Material, The Examination, Lesson Planning, Art of Questioning, Dealing with Topics.

Download or read book The Effects of Two Methods of Teaching Social Studies on Immediate Retention written by Joan Kay Oliver and published by . This book was released on 1968 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book New Methods in the Social Studies written by Martin James Stormzand and published by . This book was released on 1935 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of the Results and Implications for Learning from Two Methods of Teaching Some Social Studies Concepts written by Helen Ruth Giessen and published by . This book was released on 1955 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Adapting Instruction in the Social Studies to Individual Differences written by National Council for the Social Studies and published by . This book was released on 1942 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Adapting Instruction in the Social Studies to Individual Differences written by National Council for the Social Studies and published by . This book was released on 1944 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Re Envisioning Social Studies Education Research written by Sarah A. Mathews and published by IAP. This book was released on 2024-05-01 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book is a continuation of Keith Barton’s Research Methods in Social Studies Education (2006), one of the most popular texts in the Information Age’s Research in Social Education series. (Re)Envisioning Social Studies Education Research: Current Epistemological and Methodological Expansions, Deconstructions, and Creations explores research in social studies education over the 15 years since. Chapters offer insight into how researchers use different epistemological frameworks and non-traditional or emergent methods to advance social studies scholarship. The book is organized into two sections: (1) methodology as epistemological stretches, revisions, and/or entanglements; and (2) emergent and non-traditional methods in social studies research and practice. Authors pull on diverse and emerging theoretical frameworks, review recently published research, and highlight their own experiences with inquiry in the field. This text serves as a platform to explore the processes and products of diverse research decisions to engage the field in broader conversations that can rethink, expand, and disrupt social studies education research. The intention is also to honor and center epistemological frameworks that have been marginalized in previous scholarship. This text can serve as an entry point for graduate students and novice scholars, while also helping seasoned researchers seek opportunities to expand their own work or mentor students.

Download or read book The Contribution of Research to the Teaching of the Social Studies written by Charles Cicero Barnes and published by . This book was released on 1937 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Methods of Instruction in the Social Studies written by Ernest Horn and published by . This book was released on 1987 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Social Studies Methods Course in the Training of High School Teachers written by John Edward Searles and published by . This book was released on 1952 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book New Viewpoints in the Teaching of the Social Studies written by Middle States Council for the Social Studies (U.S.) and published by . This book was released on 1951 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Social Studies Teaching written by Catrina Rocco and published by . This book was released on 2021 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study is to explore the relationship between secondary English learner students' perspectives of effective teacher practices and how these practices contribute to their self-efficacy in the content area of social studies. As reported by the National Association of Education Progress secondary English learners completed high school at a rate sixty-three percent when compared to the national rate of eighty-two percent in 2017. Comparatively, in New York the statewide graduation rate for these two groups were thirty-seven and seventy eight percent. In New York State social studies is the only content area where high school students are required to complete two history Regents exams and five social studies courses. In consideration of the commencement criteria and the unique challenges of learning content with culturally embedded terminology in a new language, instruction designed and implemented for the secondary English learner in social studies must equip the learner with the supports necessary to withstand the exacting demands placed upon them to graduate. Participants in this study were drawn from two high schools in New York State. Six students and two teachers were interviewed. The two teachers' classrooms were also observed. The data collected from student and teacher interviews and classroom observations pertained to the use of culturally responsive pedagogy, the cognitive academic language learning approach and specifically designed academic instruction in English. This study's significance is grounded in the theory that student self-efficacy in social studies is tied to reading ability and the comprehension of subject matter placing proficiency in content-based literacy at the forefront of student motivation and achievement. This study is significant because it offers educators and researchers an account of secondary English learners' experiences learning content through approaches and frameworks specifically designed to address their needs. This study will supply researchers and practitioners with valuable insight into which practices increase self-efficacy thus increasing student motivation to succeed in this content area. This information can be used teachers to design instruction that will lead to higher achievement in school so students are willing to endure their academic programs and earn a high school diploma.

Download or read book An Experiment with Two Methods of Teaching Social Studies in High School written by Herbert John Klausmeier and published by . This book was released on 1947 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of High Stakes Testing and Social Studies Pedagogy An Examiniation of Social Studies Teaching Methods and Curriculum written by Sarah Dawn Smilowitz and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how the changes in social studies teaching methods and content pedagogy have changed due to the increase in high-stakes testing in the area of secondary social studies. The primary questions addressed in this study were focused on teacher perceptions regarding high-stakes testing in social studies, and content pedagogy currently used in the social studies classroom. The participants in this study included 12 high school U.S. History teachers from 3 public schools. A phenomenological study was conducted to gather information related to the following research questions: (1) What are the perceptions of high school teachers regarding high-stakes testing? (2) What are the perceptions of high school teachers in regards to current teaching strategies commonly used in the social studies classroom? (3) What are the perceptions of teachers regarding what determines the correct teaching style or strategy utilized? (4) What are the perceptions of high school teachers regarding formative assessments and activities in correlation with high-stakes testing? Three common themes emerged from the data collected from the public school teachers: (1) High-stakes testing enhances teachers’ understanding of content knowledge and influences pedagogical strategies. (2) End of Course sample questions, primary source documents, and discussion are effective strategies used in formative and summative assessments in preparations for high-stakes learning. (3) High-stakes testing directly affects curriculum planning and pedagogical instruction. Study results also revealed unique themes shared by individual school sites. Themes shared by teachers at the high-achieving school (School A) were: (1) High-stakes testing was perceived negatively by teachers and created stressful working conditions for teachers. (2) Teachers sought outside references and sources to guide instructional activities in the classroom. One theme shared by teachers at the average-achieving school (School B) was: (1) Time constraints in teaching the U.S. History curriculum occurred due to the implementation of high-stakes testing. Themes shared by teachers at the low-achieving school (School C) were: (1) High-stakes testing limited the amount of content covered and depth of detail explored. (2) High-stakes testing negativity impacted teaching style. .