Two non-traditional picture related methods of instruction were developed for this study: a picture-oriented method and an altered-pictures method. They were designed to determine whether either method was more effective than traditional content area instruction in helping students to remember and understand social studies text. In addition to the immediate effects on text comprehension and recall, the delayed effects of these two pictorial methods were examined. Also investigated were the effects of individual imagery ability and gender on a student's potential to profit from such methods. The teachers giving conventional instruction focused students' attention on the text passages only, although pictures did accompany the text. In the picture-oriented method of instruction teachers directed attention to both pictures and text, developing picture/text integration. Finally, teachers using the altered-pictures method of instruction discussed the meaning of mnemonically recodable elements which had been added to the pictures. In both the grade 8 and 11 samples the two experimental groups outperformed the conventional groups on measures of immediate and delayed recall. For the grade 8 sample, it was found that the altered-pictures method of instruction resulted in superior recall compared not only to that level of recall produced by the conventional method but also to that produced by the other experimental method (picture-oriented). In addition, when considering immediate with delayed performance two weeks after instruction, the grade 11 students who received the altered-pictures instruction outperformed the conventional group. For both grade samples, an additional finding was that males outperformed females in their overall recall (both immediate and delayed measures) regardless of imagery ability or type of instruction received. At both grade levels, no particular type of instruction was of benefit to one gender more than to the other, and students of high or low imagery ability were able to profit similarly from all forms of instruction. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This study investigated how macro—implementation occurs within the British Columbia Ministry of Education. In particular, the Social Studies Curriculum Guide. Grade One-Grade Seven (1983) and related student textbooks, teacher videotapes, evaluation reports and other implementation support materials were examined to determine how the policy "critical thinking and problem-solving skills," a key component of the curriculum, was interpreted. Interviews (N=15) with relevant Ministry coordinators, committee chairpersons and members, and authors/ editors/consultants were audiotaped and later transcribed for analysis in light of the existing macro-implementation literature. It was found that the curriculum lacked clarity, was perceived variously by different policy developers, and was interpreted in discrepant ways in implementation materials. Ministry efforts to implement "critical thinking and problem-solving skills" appear to have been thwarted by lack of initial policy clarity; inconsistent liaison within the Ministry to facilitate shared expertise, understanding, and positive rapport; as well as insufficient attention to capacity building, particularly of Ministry coordinators responsible for monitoring each phase of the policy. Capacity needs highlighted in this study included adequate working conditions for developing complex policy, knowledge of the policy and its implications, as well as understanding the process of change. Future implementation prospects, may profit from research which focusses on exemplary ministry macro-implementation plans and those factors which enhance capacity building, liaison, and policy clarity. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study involves the examination of the major approaches to the social sciences in order to discover whether they are so arranged as to insure democratic practices that are implied or expressed in the Declaration of Independence, the preamble to the Constitution, and the Constitution. It involves the study of the philosophy underlying American democracy of "the yesterdays" and today. A further exploration is made to determine whether the various approaches are based on what psychology has discovered as to the way in which effective learning takes place.

The problem of this study is to establish criteria of psychological factors that should be included in a social studies educational program of the elementary grades to measure the program planned for the social studies of the elementary grades of the Houston, El Paso, Fort Worth, and Amarillo, Texas, public schools.

The purpose of this study is to investigate and analyze some of the current objectives and recommended teaching procedures in the social studies at the adolescent level to determine the relationship, if any, existing between them.

The specific purpose of this study is to endeavor to find a method of teaching social studies in order for it to contribute to intelligent problem solving in democratic living. To meet this challenge, the method must be democratically, psychologically, and sociologically sound. The purpose is to select and test some type of courses of study most commonly used or suggested by the helpful educators in the social studies field.

The purpose of this study is: (1) to determine a criteria for evaluating proposed social studies programs; (2) to review fifth grade bulletins in social studies from five widely separated school systems in the United States, to make an analysis of their aims, methods, and materials, and to determine whether they meet accepted professional standards; (3) to make suggestions for improving the fifth grade social studies as a result of this analysis.

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