The aim of the study is to examine how the labour market is depicted in course booksfor Sweden's upper secondary social studies courses, by comparing textbook contentfor different educational tracks. The case study is based on qualitative text analysiscombined with some quantitative elements. It investigates themes, language andassignments as well as the extent and depth of depictions of the labour market. Thetheoretical lens used draws on Basil Bernstein's concept of knowledge organisation;the distinction between vertical and horizontal knowledge structures.Although the results show some similarities between the tracks, the findings point todifferences in expectations placed on students in different tracks in terms of languageproficiency, cognitive load and their expected societal roles. The study aligns withprevious research within the field suggesting that tracking contributes to sustainingsocial divisions. / <p>21-01-20</p>

Adolescents are individuals who are gradually approaching adulthood and begin to experience some changes in their lives owing to their exposure to environmental influences. These individuals also indulge in behaviors that may be harmful to them and will require the guidance of health providers to stay healthy. However, many adolescents have reported unmet health care needs or guidance from health care providers. The purpose of this study was to determine the prevalence of provider anticipatory guidance reported by adolescents in rural Appalachia. The study participants were aged 16 to 19 years and a total of 762 participants in rural Appalachia were recruited from the 2016 Adolescent Community Health Survey. Participants were asked to indicate whether a provider asked them about a series of health behaviors in a 12-month period. Health behaviors included healthy eating/diet, physical activity, school performance/grades, friends, emotions, feeling sad, suicide, chewing tobacco, drug use, use of steroids, risks of drinking, smoking, and the importance of wearing seatbelts whilst driving. Descriptive statistics were conducted using SAS 9.4. Of the 762 study participants, 53.4% were females. Less than 30% of the study participants reported a doctor had talked to them about their weight/ healthy eating in the last 12 months. In the last 12 months,18.3% reported a doctor had talked to them about suicide, 26.4% reported a doctor had talked to them about their moods and emotions. Less than 25% reported a doctor had talked to them about drug use and 22.31% reported a doctor had talked to them about wearing a seat belt while driving in the last 12 months. Adolescents are in need of anticipatory guidance from health care providers. Our studies reveal more than 70% of adolescents report not receiving anticipatory guidance in several areas including drug use, chewing tobacco, use of steroid pills or shots without a doctor’s prescription, weight, school performance, healthy eating/diet, suicide, their emotions and the importance of wearing a seatbelt whilst driving. The prevalence of anticipatory guidance as reported by these adolescents in Appalachia is low. Therefore, there is a need to create awareness amongst healthcare providers such as physicians, nurses, psychologists, etc. to ensure that whilst they treat medical illnesses, they also talk to young adolescents about risky behaviors. This awareness will go a long way in mitigating adolescent risky behaviors. This study also has implications that drive policy decision-making.

Bodies of Data challenges the promise of big data in knowing and organizing people by explicating how data are made and theorizing mismatches between actors, data, and institutions. Situated at a large public university in the United States that hosts approximately 30,000 undergraduate students, this research ethnographically traces the development and deployment of an app for student success that draws from traditional (demographic information, enrollment history, grade distributions) and non-traditional (WiFi network usage, card swipes, learning management systems) student data to anticipate the likelihood of graduation in a four-year period. The app, which offers an interface for students based on nudging, is the product of collaborations between actors who specialize in educational technology. As these actors manage the app, they must also interpret data against the students who generate those data, many of whom do not neatly mirror their data counterparts. The central question animating this research asks how the designers of the app create order—whether through material bodies that are knowable to data collection or reorganized demographic groupings—as they render students into data.<br><br>To address this question and investigate practices of making data, I conducted 12 months of ethnographic fieldwork, using participant observation and interviewing with university administrators, data scientists, app developers, and undergraduate students. Through a theoretical approach informed by anthropology, science and technology studies, critical data studies, and feminist theory, I analyze how data and the institution make each other through the modeling of student bodies and reshaping of subjectivity. I leverage technical glitches—slippages between students and their data—and failure at large at the institution as analytics to both expose otherwise hidden processes of ordering and productively read failure as an opportunity for imagining what data could do. Predictive projects that derive from big data are increasingly common in higher education as institutions look to data to understand populations. Bodies of Data empirically provides evidence regarding how data are made through sociotechnical processes, in which data are not for understanding but for ordering. As universities look to big data to inform decision-making, the findings of this research contradict assumptions that data provide neutral and objective ways of knowing students.

This session shares digital learning and instructional design tools used in elementary social studies teacher education with a focus on how digital spaces and tools can cultivate intellectual curiosity towards transformative social studies teaching and learning.

This paper examines the curricular intersection of social studies teacher education with Pinar’s (2012) seminal currere process. Woven together in an undergraduate elementary methods course, currere inquiry served as a beginning, yet cogent lens to explore the nature of students’ social studies lived experiences, to interrogate normative and conventional views of teaching elementary social studies, and to begin to understand and challenge hegemonic narratives in the social studies curriculum and alternatively promote classroom experiences that are culturally responsive (Gay, 2002; Banks, 2007).

This paper shares teacher education pedagogies that encourage mindful, democratic classroomcommunity with a focus on Thoreau as unexpected pedagogue.

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This presentation shares qualitative research on how elementary pre-service teachers’ social science literacies and curricular experiences have been constructed, influenced, and informed by popular-culture, bounded ritual spaces (Moore, 1980), such as Walt Disney World’s EPCOT. Implications for pre-service teacher reflection, elementary social studies education, and critical pedagogy are discussed.

Detta arbete tar avstamp i hur legitimerade samhällskunskapslärares utsagor om sin intention med privatekonomi-/och samhällsekonomiämnet i samhällskunskap 1b. Samt en analys av lärarnas examinationen i kursen, med Blooms reviderade taxonomi som analysverktyg. Detta för att se vilket samband där kan finnas rörande lärares inställning till den önskade kunskapen de önskar eleverna skall ta med sig från undervisningen och vilka kunskapsdimensioner och kognitiva processer som berörs vid examinationen.       Syftet är att undersöka gymnasielärares utsagor kring sina intentioner med privat-och samhällsekonomiundervisningen i samhällskunskap 1b, samt att jämföra detta med innehållet i tillhörande examinerande moment.            Undersökningen framvisar att privatekonomi, som lärarna inte anser vara lika tungt förankrat i kunskapskraven, har en högre mängd faktakunskaper i form av minnas och förstå. Medan samhällsekonomi som, enligt lärarna, är tyngre förankrad i kunskapskraven, har en bredare variation av kognitiva processer, minnas, förstå, analysera och värdera i flera kunskapsdimensioner; faktakunskap och begreppskunskap preliminärt. / This study focuses on interviews with high school teachers regarding their intention in social studies 1b, economics. As well as an analysis of the teachers exams with the help of Bloom's revised taxonomy. The analysis of this study combined with interviews wishes to investigate any connections between the teachers interview statement in regards to their exams in economics. What knowledge to the teachers desire their students to master and what cognitive domains and knowledge domains do the teachers exams require of their students.       The purpose of this study is to investigate high schools teachers, in social civics, regards theirs intentions with their economics studies in social studies class. And to compare their statements with their exams, in regard to Bloom’s revised taxonomy.         The results of this study is that the subject “private economics”, which the teachers do not see as important in regards to higher grades, are more in favor of the cognitive domain with a great focus on remembering and understanding. Meanwhile the subject “society economics”, which are regarded by the teachers more favorable in regards to the curriculum to accumulate higher grades, have a higher variation between cognitive processes as remembering, understanding, analyze and evaluate. In addition to a higher variation in cognitive processes they also vary in multiple knowledge dimensions as cognitive domain and affective domain more frequently.

Syftet med denna studie har varit att bidra med information om hur en mindre grupp gymnasister anser att distansundervisning har innehållit meningsfulla undervisningsmoment, som sin tur har gynnat deras möjligheter för kunskap- och färdighetsutveckling. Därtill har studien försökt avgöra om enkätens resultat kan antyda till att samma gymnasister har tagit del av gynnsam förmedling av medborgarkompetenser som anses viktiga för möjligheten till aktivt samhällsdeltagande. För att undersöka detta har studien genomfört en enkätundersökning med 147 gymnasister, varav samtliga har studerat samhällskunskap genom distansundervisning under perioden mars 2020 till april 2021. Enkätundersökningens resultat har därefter analyserats genom studiens analytiska verktyg, som i sin tur har hjälp att besvara studiens frågeställningar Resultaten visar att en majoritet av respondenterna kan ha tagit del av undervisningsaspekter som antyder till meningsfull undervisning, medan en tydlig minoritet anser motsatsen. Dock visar resultatet även på motsägande aspekter, exempelvis att distansundervisning även har bidragit till ett ökat fokus på att nå kunskapskrav istället för utvecklandet av kunskaper och färdigheter. Resultaten visar även att en majoritet av elever antyder till att de har tagit del av kunskaps- och färdighetsutvecklande undervisning som kan bidra till utvecklandet av medborgarkompetenser. Resultatet bidrar dessutom med uppfattningen om att distansundervisning i ämnet samhällskunskap har haft varierande framgångar i förmedlandet av medborgarkompetenser som kan kopplas till utvecklandet av intresse- och ökat engagemang för politiska- och samhällsrelaterade frågor. / The purpose of this study has been to contribute information about how a small group of upper secondary school students consider that distance education has included meaningful teaching moments, which in turn have favoured their opportunities for knowledge and skill development. In addition, the study has tried to determine whether the survey’s results can imply that the same students have taken part of favourable intermediation of civic competences which are considered important for the possibility of active participation in society. To investigate this, the study has conducted a survey with 147 upper secondary school students, of which all have studied social studies through distance education during the period of March 2020 to April 2021. The results of the study where then analysed through this study´s analytical instrument, which in turn has aided answering this study’s research questions.  The results show that a majority of the respondents may have taken part of teaching aspects that implies to meaningful education, while a minority consider the opposite. However, the results also show contradictory aspects, for example that distance education also has contributed to an increased focus on reaching knowledge requirements instead of the development of knowledge and skills. The results also show that a majority of students imply that they have taken part of knowledge and skills developing education that can contribute to the development of civic competences. Additionally, the results also contribute to the notion that distance education in the subject of social studies has had varying degrees of success concerning mediation of civic competences which can be connected to the development of interest and increased commitment in political and societal issues.