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The materials in this OER collection are designed to complement the course, Social Studies Education in a Multicultural Society. This course, designed for senior-level students in an elementary education teacher preparation program, explores the foundations, themes, content, and pedagogies of elementary social studies education in a multicultural society. Presented as a series of video episodes, each episode focuses on a foundational element of social studies teaching and learning. From curriculum frameworks to national social studies publications to historical thinking to geographic awareness, each episode is meant to support the development of the elementary social studies teacher. / https://dc.etsu.edu/etsu-oer/1006/thumbnail.jpg

In this episode, we explore the five themes of geography: location, place, human-environment interaction, movement, and regions and consider how they are connected to the development of young geographers in the K-5 classroom. / https://dc.etsu.edu/social-studies-education-oer/1005/thumbnail.jpg

The council of Europe have declared the teaching of controversial issues a matter of educational urgency and therein presenting teachers with the difficult task of teaching these issues to pupils. This paper aims to provide an understanding of which kinds of issues are considered controversial to teach in social science classes in Swedish middle schools. Through the presenting of six interviews with seven middle school teachers, this paper will help to provide insight into some of the issues and challenges middle school teachers face whilst teaching these issues. Teachers are faced with didactic challenges involved with presenting these controversial issues to pupils in order to present a wider range of viewpoints and help give a deeper understanding of the issues presented. This paper will also show how controversial issues in Swedish middle schools are generally the same issues as in society as a whole, that is to say, mostly concerning politics and religion.

Thesis advisor: Dennis Shirley / Throughout the relatively short history of American social studies education, its purposes have shifted in response to social and educational changes. The contest for the American social studies curriculum has continued since its inception, influenced by various stakeholders and educational theorists. Given widespread socio-political turbulence, particularly in the years following the 2016 election, this dissertation takes place at an opportune time to revisit the purposes of social studies. This dissertation explores the perceptions of 21 pre-service and in-service teachers and asks the question, “how do teachers perceive the purposes of social studies education?” To approach this question I adopted a constructivist grounded theory methodology. I conducted 21 interviews and allowed theory to emerge from the data to answer two sub-research questions: “How do pre-service and in-service teachers perceive the purposes of social studies education?”, and “How do teachers make sense of complex internal and external pressures and relate to the purposes of social studies education?” Several notable findings emerged from the results. I found teachers adhered to no singular, unifying purpose of social studies education. I argue for a fluid approach to purpose that allows for greater teacher professionalism and autonomy. When faced with pressures such as state policy, teachers exhibited varying degrees of resistance and prioritized their autonomy and the needs of their students. Teachers that resisted state policy were most commonly experienced in-service teachers. Notably, teachers perceived a debate between the importance of skills versus content in social studies education which I framed within existing educational sociology debates on the various dichotomies underpinning educational purpose; between neoconservatism and postmodernism, between instrumentalism and intrinsic meaning, between top-down policy and bottom-up context-driven instruction, between teacher alienation and self-actualization. The majority of teachers believed that developing specific social studies related skills was more important than content knowledge which highlighted a trend away from the intrinsic value of social studies knowledge and towards the instrumentalization of education. Social studies was increasingly defined by its utility. Finally, teachers noted the changing ontology of teaching itself given the impact of the COVID-19 pandemic and rapid technological change. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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Undervisningen ska anpassas för alla elever, det vill säga andraspråkselever men även elever med språkliga svårigheter. Syftet med denna studie är att få en inblick i hur ett språkutvecklande arbetssätt kan gynna elevers lärande. Vårt material består av olika typer av källor som vi har funnit med hjälp av olika sökord när vi gjort sökningar i olika databaser. I resultatdelen presenterar vi definitionen av ett språkutvecklande arbetssätt, där man fokuserar på en autentisk och aktiv språkanvändning. På resultatdelen nämner vi även att elever behöver utmanas kognitivt för att förstå och fördjupa sig i ett skolämne. Skillnaden mellan skolspråk och vardagsspråk är att skolspråket eller det så kallade ämnesspråket är ett mera formellt språk i både tal och skrift till skillnad från vardagsspråket.

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The purpose of this study was to determine the status of social studies in elementary classrooms in a local school district. Status was determined by assessing the amount of instructional time that was devoted to social studies, its perceived importance in the curriculum, and challenges associated with teaching social studies. Three research questions were identified in order to examine the status of social studies in Apple School District (pseudonym): (1) To what degree is social studies being taught in the elementary grades one through five? (2) How important is social studies compared to other areas of the curriculum? (3) What do elementary teachers identify to be challenges associated with teaching social studies? Data for this study were gathered through a single distribution of a survey. Teachers of grades one through five from 19 elementary schools participated in this study. Surveys were collected from 351 teachers. Results of this study indicated that social studies was being taught in 98% of the classrooms of teachers surveyed. A post hoc analysis of variance revealed that fifth-grade teachers reported teaching social studies significantly more days per week than first, second, and third-grade teachers. Results also revealed that fourth-grade teachers taught significantly more days per week than second-grade teachers. Participants reported their perception that social studies was less important than literacy, math, and science. Participants also identified challenges to teaching social studies. The three most often mentioned challenges were time constraints, lack of resources and core curriculum issues.

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