Spelling suggestions: "subject:"aocial sciences -- study anda teaching."" "subject:"aocial sciences -- study ando teaching.""
51 |
A content analysis of social studies texts used in California schools using the Dale-Chall readability formula, the McLaughlin smog formula, and the Fry readability formulaEllwanger, Pamela A. 01 January 1975 (has links)
No description available.
|
52 |
Pre-reading strategies for content area reading instruction: social studiesDavis, Melanie D. 01 January 1987 (has links)
No description available.
|
53 |
Reading in the content area: (Social studies: grades K-2)Cavenaugh, Colleen Ann 01 January 1987 (has links)
No description available.
|
54 |
The development of guidelines for the organization of the fifth grade social studies curriculumMartone, Alberta Evelyn 01 January 1956 (has links)
Pupils. teachers. supervisors, administrators, parents and other citizens have always needed to work together for better educational programs in their communities. Curriculum planning and improvement in our complex and changing world have been a necessity and a cooperative responsibility.
|
55 |
The Influence of Globally Oriented Teachers’ Positionalities in World History ClassroomsShatara, Hanadi Josephine January 2020 (has links)
Globally oriented content and perspectives are urgently needed in United States secondary classrooms as the world continues to become more interconnected. U.S. secondary students are typically exposed to global topics in world history courses. There is limited research on the intersection of global education and world history, particularly within empirical studies concerning teachers’ positionalities and practice. This qualitative study explores this gap by asking: How do self-identified globally oriented world history teachers’ positionalities influence their curricular and pedagogical decisions? The sub-questions are: What identities, experiences, and surrounding social structures shape teachers’ understanding of themselves as global educators? Where/when/how do world history teachers position themselves within the knowledge, material, and teaching about the world? This study, utilizing interviews, elicitation tasks (concept mapping, identity card sort, global image ranking), and observations of teaching, investigated eight globally oriented New York City public school world history teachers. Findings suggest reconceptualizing teacher positionalities to include worldviews and place-based experiences abroad in addition to identities, subjectivities, and contexts. These intertwining aspects of world history teachers’ positionalities influenced their practice to teach with a global orientation in a world history classroom. Four worldviews were significant in how these teachers framed the world for themselves and their students: interconnectedness, justice-orientations, cosmopolitanism, and critical perspectives. Place-based experiences abroad were significant aspects to their positionalities in that they gained content knowledge of the place while confronting their social positions and privileges. These engagements contributed to the ways in which they approached their knowledge construction of the world in their approaches to curriculum and teaching. I suggest these aspects of teacher positionalities be integrated into future research in global education and social studies teacher education programs.
|
56 |
Multiple Imputation for Handling Missing Data of Covariates in Meta-RegressionDiaz Yanez, Karina Gabriela January 2021 (has links)
The term meta-analysis refers to the quantitative process of statistically combining results of studies in order to draw overall trends found in a research literature. This technique has become the preferred form of systematic review in fields such as social science and education. As the method has become more standard, the number of large meta-analyses has expanded in these fields as well. Accordingly, the purpose of meta-analysis has expanded to explaining the variation of effect sizes across studies using meta-regression. Unfortunately, missing data is a common problem in meta-analysis. Particularly in meta-regression, missing data problems are frequently related to missing covariates.
When not handled properly, missing covariates in meta-regression can impact the precision of statistical inferences and thus the precision of systematic reviews. Ad hoc methods such as complete-case analysis and shifting units of analysis are the most common approaches to address missing data in meta-analysis. These techniques, to some extent, ignore missing values which in turn can lead to biased estimates. The use of model-based methods for missing data are more justifiable than ad hoc approaches. However, its application in meta-analysis is very limited. Multiple imputation is one of these approaches. Its precision relies mainly on how missing values are imputed. Standard multiple imputation approaches do not consider imputations that are compatible with meta-regression and thus can still yield biased estimates.
This dissertation addresses these issues by firstly assessing the performance of standard multiple imputation methods in the meta-regression context through a simulation study. To later develop compatible multiple imputations that accommodate features of meta-regression assuming dependent effect sizes.
Results show that even though multiple imputation methods can accurately estimate missing data in meta-regression, its accuracy decreases with larger missingness rates and when missingness is strongly related to effect sizes. This study also revealed that, in general, the developed compatible multiple imputation method outperforms standard multiple imputations. These findings also hold for cases in which missingness in a covariate is highly related to the effect size estimates. Finally, an algorithm that allows practitioners to apply compatible imputations in meta-regression was implemented using the R software language.
|
57 |
The effects of ability and prior knowledge on recall in social studies /Klein, Carolyn January 1989 (has links)
No description available.
|
58 |
An Evaluation of the Psychological Principles of Learning Used in the Social Studies Curriculum of the Elementary GradesStucker, Myrtle 08 1900 (has links)
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.
|
59 |
Social studies in theory and practice : University of Central Florida's elementary interns' perceptions of social studiesBrewer, Ernest Andrew 01 October 2003 (has links)
No description available.
|
60 |
An Evaluation of the Approaches to the Social StudiesGolson, L. R. 08 1900 (has links)
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.
|
Page generated in 0.2166 seconds