Abstract not available.

The purpose of this project was to create supplemental instructional materials for the social studies text titled The World Now and Then.

The purpose of this project was to develop a curriculum for global education appropriate for kindergarten children. A review of relevant literature provided concepts and themes that researchers consider essential components for inclusion in any global education program. Recommendations were made as to when and how the subject should be introduced in the classroom. Activities emphasized three important themes: We are one race, the human race, living on a small planet, earth; people are more alike than they are different, basic human needs bind people together; and, people of the world, even with different points of view, can live, work together, and learn from each other. These themes were introduced through the study of three countries; Africa, Japan, and Mexico. Conclusions arrived at through the review of the literature and development of the curriculum unit were included as were recommendations for possible improvement and expansion of this project.

The purpose of this project was to compile activities and information that will be useful to educators in teaching about Native American tribes. These activities attempt to emphasize the multicultural aspects of Native tribes, as well as, teaching accurate historical data, and stressing the contributions and similarities of Native American cultures to mainstream society. In addition, this project utilizes the Indian Awareness Inventory found in Bulletin No. 84, Teaching About Native Americans (1990) from the National Council for the Social Studies. This inventory is intended for use with the student studying Native American history and culture and will create criteria for teaching students of all cultures about Native Americans.

There is a concern that children with poor, i.e., below grade level reading ability, have trouble in content area subjects. The subjects of social studies, science, and health are often taught in the elementary grades through the use of textbooks. Because these texts prior to 1979 were written with a readability level at or above the grade level for which the book was designed, the poorer reader cannot read, and therefore learn, the subject matter presented.Children need knowledge of these content areas to function in today's society. They also need the ability to read to increase their knowledge and to develop their interest in these areas. Our society also expects that certain aspects of social studies, science, and health will be taught to children. As teachers there is a responsibility to teach these objectives. The children are also graded and evaluated at the end of each school year in these subject areas. They I therefore I must acquire this knowledge to perform well on these tests. However, children with poor reading ability face difficulties acquiring this knowledge through a textbook oriented curriculum.The problem to be dealt with in this project is how to teach social studies to children with poor reading ability. The ojective is to aid these children in obtaining an understanding of specific social studies concepts. Few materials in the content area are available in Duval County for working with the reader who is below grade level.Specifically, this project will develop a curriculum of teaching techniques and materials to use with third-graders in the social studies area of map skills. This area was chosen because it is tested extensively on the third-grade Stanford Achievement Test. These materials will be used with a class of thirty third-grade students at Hyde Grove School in Duval County, Florida. These students are poor readers who read at least one grade level below their current grade in school, as measured by the Stanford Achievement Test reading section. The curriculum will attempt to facilitate map concept attainment for these children.

There has been much concern recently about the lack of basic map and globe skills among America's youth. Map and globe skills are a basic tool of social studies used throughout the rest of students' academic, professional and personal lives. These skills incorporate the development of problem-solving and critical thinking skills. The focus of this project was to develop a map and globe skills curriculum for teaching these skills to sixth-graders in Putnam County, Florida, when they first encounter daily social studies classes.

It was the purpose of this project to determine whether the interests of United States' nationalism had influenced the textbook coverage devoted to Latin America. The review of related literature supported the value of curriculum with a global orientation and the importance of an objective understanding of the Latin American-United States relationship.This study reviewed eight (8) world history textbooks. Seven (7) of the books were on the latest state adopted textbook list for Florida. One (1) text was currently in use in advanced World History classes in Duval County (Florida). The eight books were reviewed using a textbook evaluation form devised for this project. The findings indicated that the world history textbooks followed a traditional western civilization approach. The degree of coverage devoted to Latin America varied from a few pages to more than 100 pages.The shared events with the United States that were described in the texts, were generally non-controversial topics. Textbooks had an encyclopedic approach rather than a generalization orientation. This author concluded that Latin American coverage lacks negative stereotyping. The coverage also lacks topical coverage of current events. Specific recommendations included the inclusion of historical and current events to aid students in critically evaluating the topics while developing their own interpretations of the United States-Latin American relationship. While United States nationalism does not seem to be a factor in negative stereotyping, it may have lead to the avoidance of presenting controversial topics in the Latin American-United States relationship.

The goals of this project have been to review the relevant literature and provide activities for integrating subject areas of social studies and language in the kindergarten classroom. Research has indicated that the primary school child has learned best when the curriculum is relevant to the child's everyday life.Included in the curriculum are the communication skills denoted by the Duval County's Instructional Management System. These skills are integrated with the social studies units from the Kindergarten Keys curriculum. The topics for each unit have been those topics that children have had frequent exposure to in their everyday life.Conclusions about the study were arrived at through a review of the literature and development of the curriculum. Included were recommendations for improvement and expansion.

Within this research study, a qualitative phenomenological approach was used to explore the lived experiences of Black master's students (n = 10) who engage in mentorship in CACREP-accredited counselor education programs. The participants in this study represent different ACES regions in the United States, including SACES, NARACES, and NCACES. Six themes were discovered as a result of participants' experiences: (a) impact of mentorship, (b) benefits of mentorship, (c) qualities within mentoring relationships, (d) composition of mentoring relationships, (e) saliency and influence of identity, and (f) barriers to mentorship and program satisfaction. Furthermore, I offer suggestions for increasing support for Black master's students in counseling programs as well as recommendations for supporting the professional and personal development of this population.

Pre-tenured faculty in higher education and as well as mothers have reportedly struggled with low wellness levels, high demands, little social support, and an imbalance of work and home life. Mothers in higher education and in counselor education have reported struggling with work-life balance, high scholarly productivity, and long hours as well as the emotional and physical energy demands of working with counselors-in-training. A search of the professional literature revealed a paucity of quantitative research regarding demographic characteristics, wellness levels, and social support levels of mothers among counselor education faculty (MCEs). Participants for this study were faculties of counselor education programs recruited from the Holland List of Counseling Programs and from the Council for Accreditation of Counseling and Related Educational Programs online directory. A total of 180 MCEs participated (aged 29-63, with mean age 40.6 years; 83% Caucasian, 8% other, 5% African American, 3% Hispanic, <1% Asian). Results showed that faculty rank did not account for a significant difference among wellness scores of MCEs and that reported social support, tenure or non-tenure track, number of children in the care of MCEs, number of children under age 8, number of publications, and teaching workload accounted for 14% of the variance in wellness levels of MCEs. Specifically, reported higher teaching workload (β = -.194, rs2 = .35, p = .012) and higher social support (β = -.258, rs2 = .36, p = <.001) were found to be significant predictors of lower wellness levels among MCEs, both with small effects. Based on these results, MCEs may benefit from advocating that their departments and universities adapt to their unique needs to improve their levels of wellness and social support through mentoring, which, in turn, may result in not only their own increased productivity but also their students' increased wellness levels.