My diploma thesis focuses on comparison of Czech and Belgian textbooks of social science. The theoretical part includes description and comparison of Czech and Belgian educational system and concept of social science. The theoretical part includes also description of word "textbook". The practical part consists of analysis of Czech and Belgian textbooks according to the criterions. Attitudes and opinions of Czech and Belgian teachers are written there. It includes the observation of social science classes, too.

This thesis seeks to contribute knowledge to how professional teachers in social studies express their subject conception, and its relation to the subject manifested in teaching. The data consists of 48 hours of observed teaching and interviews. A first sub-study shows that the teachers prioritise a content dominated by political science, which reveals a strong content tradition and nuances the picture of an unclear identity seen in the review of previous research. It is also found that the use of news is prominent. The second sub-study confirms the theoretical assumption that the teachers’ conceptions are complex, seeking to harmonise both the internal academic goals and the external civil goals found in social studies. This complements previous research based on the written curriculum where the internal and external goals have been regarded as dichotomous. The results of the third sub-study reveal how news is used in two ways, news coverage and news integration, where the teachers express knowledge aligned with their individual subject conception. However, the external goals tend to be less emphasised in the subject manifested in teaching in favour for the internal interim goals. Differences between news coverage and news integration are also found as news coverage seems to be more focused on civil goals. A contribution with this study is that we now in Swedish research can talk about social studies teachers’ subject conception as a complex phenomenon. It also encourages a more precise conversation about social studies. A more precise vocabulary can enable teachers to develop their understanding of the relation between goals, content and teaching methods. Furthermore, the revelation of news and its relation to the teachers’ subject conception and teaching hopefully can inspire future explorations on news as a teaching tool. / I avhandlingen beskrivs hur samhällskunskapsläraren förstår sitt ämne och vad det är för ämne som framträder genom undervisningen. Vilken kombination av målsättningar kommer till uttryck i lärarens ämnesförståelse respektive undervisning? Hur förhåller sig synen på innehåll och metoder till synen på målsättningarna? Betonas politiska och moraliska fostransmål respektive samhällsvetenskapliga akademiska kunskapsmål olika mycket hos olika lärare? Vilken funktion har nyheter i undervisningen och hur ser kopplingen ut mellan nyhetsanvändning och lärarens ämnesförståelse? Dessa frågor har studerats via intervjuer och klassrumsobservationer. Studien visar att kunskaps- och fostransmål kombineras av läraren, vilket kompletterar läroplansgrundade beskrivningar av ämnet där kunskap respektive fostran tenderar att ses som konkurrerande mål. Nyheter har en framskjuten plats och används för att uttrycka olika typer av kunskapsmål. Studien kan bidra till att det ämnesdidaktiska samtalet om samhällskunskap, och i synnerhet nyhetsanvändning i samhällskunskap, blir mer preciserat. Relationen mellan lärares tänkande och undervisning gör studien relevant också för en bredare publik som intresserar sig för undervisning i allmänhet. / <p>Avhandlingen är ett samarbete med Örebro universitet och forskarskola Utbildningsvetenskap med inrikning mot didaktik arrangerad av Örebro universitet.   </p>

This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active prereading, during-reading, and postreading strategies. Additionally, the survey asked teachers to self-report their observations of student independent implementation of the same active reading strategies. These data were used to provide an in-depth look that expanded on high school social studies teachers' self-reported classroom practices relating to reading. The results of this study indicated that there was no significant relationship between teachers' reading professional development through CRISS and their self-reported classroom practices in the implementation of active pre-, during, and postreading strategies. Further findings indicated no significant relationship between teachers' reading professional development through CRISS and their self-reported observations of student independent implementation of the same active reading strategies. Lastly, there were no correlations that indicated that years teaching in the classroom moderated these relationships. Implications and suggestions for future research were offered for future reading professional development for secondary teachers and educational researchers who intend to utilize survey instruments. / by Carmen L. Newstreet. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Nos últimos anos, pode-se visualizar o aumento das produções e das publicações sobre o tema da infância pela ótica dos cientistas sociais, que a têm investigado sob nova perspectiva, assim como discutido e verificado outras possibilidades metodológicas de se realizar pesquisas com e sobre crianças, num movimento de busca de compreensão do seu papel e do da infância no mundo contemporâneo. Ao considerar que o campo da sociologia da infância tem produção internacional e que pesquisadores de diferentes países têm apresentado suas pesquisas em congressos da área e publicado seus trabalhos em livros ou periódicos, verificou-se que há pouca informação sobre estudos da infância na América do Sul. Esta pesquisa propôs-se a investigar o desenvolvimento do campo em ao menos dois países deste continente, a fim de compreender o que se tem pesquisado e produzido na perspectiva da sociologia da infância. A investigação mapeou, considerando o período de 2010 a 2013, as produções de autores sul-americanos hispano-falantes, por meio da consulta a diferentes bases de dados, da realização de visitas aos países escolhidos para melhor conhecimento da produção, e de entrevistas com os pesquisadores. Para a compreensão da configuração do campo na América do Sul, recorreu-se ao conceito de campo científico em Bourdieu, sendo que, com as contribuições da obra desse autor, juntamente com a realização da análise de conteúdo, foram identificados os temas consagrados nas publicações, as abordagens teóricas, os caminhos metodológicos, as áreas predominantes nos estudos, e os elementos que estruturam o campo na Argentina e no Chile, países investigados. Considera-se que o campo da sociologia da infância e o campo interdisciplinar dos estudos sociais da infância convivem nesses países, como resultado das diferentes formações dos pesquisadores do campo e dos variados contextos de vida das crianças. Constata-se que, num primeiro momento, as produções europeia e norte-americana tiveram grande influência na realização de investigações científicas nos países investigados, mas conclui-se que os movimentos próprios do campo podem estruturar outros caminhos para as produções e teorizações da infância no hemisfério sul. / In recent years, we have seen an increase in the productions and publications on the theme of childhood from the perspective of the social scientists who have investigated childhood by discussing it applying other methodologies when conducting research with and about children. It has led to a new movement which aims at understanding the role of children and childhood in the contemporary world. Considering the worldwide width of sociology of childhood, little has been shown in conferences and literature about childhood studies in South America. Having noticed this lacking, the present research headed to investigate the development of the field in at least two South American countries in order to understand what has been researched and produced from the sociology of childhood perspective. The study mapped the production of South American and Spanish-speaking authors from 2010 to 2013, by consulting different databases, visiting the selected countries and interviewing researchers so to have a better understanding of the productions. In order to comprehend the field in South America configuration, we adopted the concept of the scientific field of Bourdieu, and with his theoretical background and the content analysis, we were able to identify the themes consecrated, the theoretical approaches, the methodological procedures, the predominant areas, and also the elements that structure the field in Argentina and Chile, the investigated countries. We noticed that the field of the sociology of childhood and the interdisciplinary field of social studies of childhood coexist in these countries, which is due to the different academic background the researchers of the field have and the varied contexts of children\'s life. Initially, European and North American productions had a great influence on the conduct of scientific research in the countries investigated, but the movements of the field can structure other pathways for the productions and theorizations of children in the Southern Hemisphere.

This mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting student learning with and without the presence of the Civics EOC examination. A subset of department instructional leaders were interviewed providing additional qualitative data with a wider scope due to their dual positioning as teachers and as links between the social studies teachers at their school and the School District of Sunshine County. The analysis of the data reveals that while civics teachers value the increased prestige brought to the subject area with the introduction of the end-of-course examination, the heightened importance of standards has a resulted in a focus on breadth of content coverage rather than depth of learning, leading to content-centered rather than student-centered classroom environments and subsequent loss of voice and choice in curricular decisions for teachers and students. Teachers feel intense pressure to cover the curriculum, raise test scores and engage in test preparation; they question the soundness of the examination to adequately assess the learning of all students and to capture the essence of civics education: active engagement. Teachers’ perspectives on the effect of the examination on teacher practice and student learning were framed within contextual factors that emerged in the analysis: the abandonment of the policy to introduce foundational content at the elementary level; a lack of communication among stakeholders, but particularly between state-level decision makers and local educators; and an absence of the ongoing scaffolding required to create a strong foundation of knowledge and skills to foster continued growth. Consequently, the recommendations of this study of educators’ voices on the policies that impact their profession are directed primarily at state level policy makers and future researchers regarding the flow of communication, inclusion of teacher feedback, continued teacher development, addition of a participatory component, and curricular alignment. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

This thesis presents the findings from an ethnography of stem cell science based on fieldwork with researchers in two connected laboratories in Scotland and the United States. It explores stem cell scientists' complicated interactions with live stem cell cultures within national projects of translational regenerative medicine. This analysis both draws upon and contributes to the social studies of biomedicine, reproductive studies and science and technology studies. I examine how stem cell scientists, involved in an international research initiative, navigate the challenging landscapes of translational regenerative medicine and attempt to transform fragile live cell cultures into successful biotechnical, medical and economic products. By considering translational regenerative medicine as an effort to reformulate the relationship between biology and technology in terms of applicability and utility, I illuminate tensions between the specific practices of care that enable stem cell growth in vitro and the elusive goals of national projects of biotechnological innovation. A major focus of this study is the means by which scientists in the two laboratories manage the inherent uncertainties of both cell culture and translational science. By exploring how researchers react to unstable and unpredictable cellular behaviour in the laboratory, while also managing the expectations of government and external funding bodies, I provide a portrait of the complex sociality of contemporary bioscience. In addition to the international collaboration between the two laboratories, I explore scientists' interdisciplinary work with medical specialists and public engagement with stakeholders in regenerative medicine. In doing so, I pay attention to the ways in which scientists themselves deal with and reflect on the relational and interdependent nature of their endeavours. Drawing on twenty-two months of ethnographic fieldwork and fifty qualitative interviews, I show how stem cell scientists' new engagement practices also inform scientific work and the care of stem cells in the laboratory. In short, I argue that translation of science across different sites at once creates and depends on new social relations between stem cells, people and communities. After providing an overview of the literature, central questions and methodology that frame this thesis, I introduce the opportunities and challenges that translational regenerative medicine goals create for the care of stem cells in vitro. From there, I zoom out beyond the tissue culture flask to demonstrate how the necessity for science applicability creates new responsibilities for scientists to connect with stakeholders in regenerative medicine outside of the laboratory. I conclude that a consideration of scientists' ties and societal links is significant for an understanding of the connection between the biological and the technological.

Made available in DSpace on 2016-04-29T13:31:10Z (GMT). No. of bitstreams: 1 Alciene Alves Ferreira.pdf: 1489094 bytes, checksum: 6a8307122bf0d5544be3b7111ebca0ae (MD5) Previous issue date: 2014-04-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research integrates the Núcleo de Estudos de Gênero, Raça e Idade (NEGRI), Program of Postgraduate Studies in Social Psychology at the Pontifícia Universidade Católica de São Paulo. In the search for grasp the concepts of child/chidhood in Brazil, we have developed research that analyze discourses by adults on children and adolescents, whose theme relates to childhood in various media. In the light of social studies of childhood, this study analyzed conceptions of adolescence and work captured in four contemporary masters dissertations in social psychology about that topic. The study proposed a glimpse paths (and detours) in the interaction between the social studies of childhood deepened by NEGRI, and the perspective of Brazilian social-historical psychology reasoned in Russian authors. Although dissertations analyzed address the topic adolescence and work, we see reduced presence of official document, references to research institutions and collection and systematization of data about adolescent/youth work, education, subjects that received great prominence in the texts analyzed here. Found in the analysis of the references, notable absences, about the literature on adolescence - classical or current references on youth or about the recent social studies of childhood. Unless the claim that adolescence is a socio-historical construction, the explicit concepts and vocabulary indicate a field of very fluid studies in the aspects mentioned. Work seems to be the main focus of dissertations even surpassing the theme adolescence. A converged particularity as to work conceptions captured in that dissertations, refers to the analytical perspective that this stage of life, adolescence as time of life to preparation for entering the job market. Unlike what occurs when combining work with child, childhood or when using the expression infanto-juvenil - (prohibition or abolition association) the focus here is, primarily, the future and the expectations analysis, although the trabalho precoce be treated in abolitionist perspective. We observed the interpretations seized in the text on the voices of the respondents. In this focus of analysis, we note, in all dissertations, one systematic interpretation of the adolescents speech were either defined as mistakes, or like ideological expressions, or like illusions, among other qualifying adjectives, when they clashed with the view expressed in the text. The movement seems more confrontation between the "voice" of the adolescents about work, school, and expectation of the future and great theory as the standard, the norm / Esta pesquisa se integra ao Núcleo de Estudos de Gênero, Raça e Idade (NEGRI) do Programa de Estudos Pós-Graduados em Psicologia Social da Pontifícia Universidade Católica de São Paulo. Na busca pela apreensão das concepções de criança/infância no Brasil, temos desenvolvido pesquisas que analisam discursos proferidos por adultos sobre crianças e adolescentes, cujo tema se refere à infância em diversos veículos de comunicação. Neste estudo analisamos, à luz dos estudos sociais da infância, concepções de adolescência e trabalho captadas em quatro dissertações de mestrado contemporâneas em psicologia social que tratam do tema. O estudo propôs entrever caminhos (e descaminhos) na articulação entre os estudos sociais da infância, aquela que é aprofundada pelo NEGRI, e a perspectiva da psicologia sócio-histórica brasileira de inspiração em autores russos. Embora as dissertações analisadas tratem do tema adolescência e trabalho, notamos reduzida presença de documentos oficiais, de referências às instituições de pesquisa e de coleta e sistematização de dados sobre adolescência/juventude, trabalho, educação, temas que receberam grande destaque nos textos aqui analisados. Constatamos, na análise das referências bibliográficas, ausências notáveis, tanto da literatura sobre adolescência seja da clássica ou atual seja bibliografia sobre juventude ou dos recentes estudos sociais da infância. A não ser a afirmação de que a adolescência é uma construção sócio-histórica, as concepções explicitadas e o vocabulário usado indicam um campo de estudos bastante fluido nos aspectos assinalados. O trabalho parece constituir o foco principal das dissertações sobrepujando mesmo o tema adolescência. Uma particularidade convergente quanto às concepções de trabalho apreendidas nas dissertações, se refere à perspectiva analítica de que essa etapa da vida, a adolescência, constitui momento de preparação para a inserção no mercado de trabalho. Diferente do que ocorre quando se associa trabalho à criança, infância ou de quando se usa a expressão infanto-juvenil uma associação à proibição ou abolição, aqui o foco é, sobretudo, o futuro, a análise de expectativas, apesar de o trabalho precoce ser tratado em perspectiva abolicionista. Observamos as interpretações apreendidas no texto, sobre as vozes dos (as) entrevistados (as). Neste foco da análise, notamos em todas as dissertações uma interpretação sistemática de que as falas dos adolescentes ou eram definidas como equivocadas, ou como expressões ideológicas, ou como ilusões, dentre outros adjetivos qualificativos, quando destoavam da posição defendida no texto. O movimento pareceu-nos mais do confronto entre a voz dos (as) adolescentes sobre trabalho, escola, expectativas para o futuro e a grande teoria como estalão, como norma

Nos últimos anos, pode-se visualizar o aumento das produções e das publicações sobre o tema da infância pela ótica dos cientistas sociais, que a têm investigado sob nova perspectiva, assim como discutido e verificado outras possibilidades metodológicas de se realizar pesquisas com e sobre crianças, num movimento de busca de compreensão do seu papel e do da infância no mundo contemporâneo. Ao considerar que o campo da sociologia da infância tem produção internacional e que pesquisadores de diferentes países têm apresentado suas pesquisas em congressos da área e publicado seus trabalhos em livros ou periódicos, verificou-se que há pouca informação sobre estudos da infância na América do Sul. Esta pesquisa propôs-se a investigar o desenvolvimento do campo em ao menos dois países deste continente, a fim de compreender o que se tem pesquisado e produzido na perspectiva da sociologia da infância. A investigação mapeou, considerando o período de 2010 a 2013, as produções de autores sul-americanos hispano-falantes, por meio da consulta a diferentes bases de dados, da realização de visitas aos países escolhidos para melhor conhecimento da produção, e de entrevistas com os pesquisadores. Para a compreensão da configuração do campo na América do Sul, recorreu-se ao conceito de campo científico em Bourdieu, sendo que, com as contribuições da obra desse autor, juntamente com a realização da análise de conteúdo, foram identificados os temas consagrados nas publicações, as abordagens teóricas, os caminhos metodológicos, as áreas predominantes nos estudos, e os elementos que estruturam o campo na Argentina e no Chile, países investigados. Considera-se que o campo da sociologia da infância e o campo interdisciplinar dos estudos sociais da infância convivem nesses países, como resultado das diferentes formações dos pesquisadores do campo e dos variados contextos de vida das crianças. Constata-se que, num primeiro momento, as produções europeia e norte-americana tiveram grande influência na realização de investigações científicas nos países investigados, mas conclui-se que os movimentos próprios do campo podem estruturar outros caminhos para as produções e teorizações da infância no hemisfério sul. / In recent years, we have seen an increase in the productions and publications on the theme of childhood from the perspective of the social scientists who have investigated childhood by discussing it applying other methodologies when conducting research with and about children. It has led to a new movement which aims at understanding the role of children and childhood in the contemporary world. Considering the worldwide width of sociology of childhood, little has been shown in conferences and literature about childhood studies in South America. Having noticed this lacking, the present research headed to investigate the development of the field in at least two South American countries in order to understand what has been researched and produced from the sociology of childhood perspective. The study mapped the production of South American and Spanish-speaking authors from 2010 to 2013, by consulting different databases, visiting the selected countries and interviewing researchers so to have a better understanding of the productions. In order to comprehend the field in South America configuration, we adopted the concept of the scientific field of Bourdieu, and with his theoretical background and the content analysis, we were able to identify the themes consecrated, the theoretical approaches, the methodological procedures, the predominant areas, and also the elements that structure the field in Argentina and Chile, the investigated countries. We noticed that the field of the sociology of childhood and the interdisciplinary field of social studies of childhood coexist in these countries, which is due to the different academic background the researchers of the field have and the varied contexts of children\'s life. Initially, European and North American productions had a great influence on the conduct of scientific research in the countries investigated, but the movements of the field can structure other pathways for the productions and theorizations of children in the Southern Hemisphere.

The diploma thesis deals with the textbooks used by teachers of national history and geography. Most of the teachers included in my research sample use textbooks mainly for preparation of their lessons, which corresponds with the researches in the Czech Republic presented in the theoretical part of this thesis. As a complementary material used for lesson planning they use the Internet. The theoretical part is divided into four chapters. The findings of the research and the recommendations of the professional literature related to the issue of teacher's choice of curriculum and to the role of textbooks are discussed. The research related to the lesson planning, teaching methods and types of planning for the lesson is analysed and a special attention is given to the usage of various recourses e.g. encyclopaedias and educational software used for lesson planning. One chapter deals with the theory of textbooks and with the research related to their evaluation. The last chapter of the theoretical part is focused on the concept of lesson planning in the Czech Republic and the potential of textbooks usage for teaching of given subject. The empirical part is conducted by the semi-structured interviews with primary school teachers, specifically with four females and two male respondents. The findings are...

In this study the writer is trying to show that by organizing the entire year's work before the school term begins, and adding to it throughout the year, skills, understandings and appreciations may be achieved much more thoroughly and effectively. To build a course of study in social studies for the first grade. To suggest an evaluation of the entire course of study.