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A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and TeachingThapa, Om K. January 2016 (has links)
No description available.
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“I was born here, but I’m not an American”: Latino students’ perceptions of the US history curriculumRierson, Stacy Leigh 14 July 2006 (has links)
No description available.
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Seeking for critical literacy: a case study on how middle childhood preservice teachers teach for critical literacy in the social studiesJohnson, Edric Clifford 12 September 2006 (has links)
No description available.
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Investigating Student Use of Technology for Informed and Active Democratic Citizenship in a Global and Multicultural AgeMaguth, Brad M. 11 September 2009 (has links)
No description available.
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Agrammatism In Jordanian –Arabic SpeakersAlbustanji, Yusuf M. 28 September 2009 (has links)
No description available.
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New Directions in Citizenship Education: Globalization, State Standards and an Ethical/Critical Social Studies CurriculumBlevins, Dawn M. 15 December 2011 (has links)
No description available.
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The Importance of Country/Context Specific Conditions in the Occupational Mobility of ImmigrantsSanchez, Maria Mercedes 16 December 2011 (has links)
No description available.
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Civic Sustainability Thinking: The Synergy Between Social Studies and Educating for SustainabilityVosburg-Bluem, Bethany Ann 20 December 2012 (has links)
No description available.
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First-year students in CFAES mentoring experienceSteiner, Zachary E. 27 July 2022 (has links)
No description available.
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Samhällskunskapslärarnas ambivalens : Erfarna lärare reflekterar kring sin syn på samhällskunskapsämnet kopplat till värdegrundens pluralistiska dilemmaKjellman, Robert January 2022 (has links)
This study aims to provide inexperienced social studies teachers with guidance on the complex issue of social science teachers approach to the subject and the pluralistic dilemma of values. The extent to which one can express one ́s own view of society and the development of society. The three questions this study wants to find answers to are: How do experienced social studies teachers experience that they balance and have balanced value neutrality and values during their professional years? What experienced social studies teachers feel has shaped their understanding and view of the subject? To what extent do teachers feel that their view of society has been given space in their teaching? The method used is life story where the experiences and interpretations of experienced teachers are in focus. It is a hermeneutic approach where the researcher, based on his own prior knowledge, has interpreted the teacher interpretations. The theoretical framework is based on various approaches such as subject biography, reflective practitioners, practical vocational theory, front-line bureaucrats and the wisdom of practise. The study shows that teacher build up an occupational safety that makes them more independent from control documents. They have a complex understanding of the dilemma and they found a pragmatic path to cope with it. The path is constructed from their own subject biography. But social studies teachers have a unique ability to reflect and argue that their choices could possibly be problematic. Like previous research, this study confirms the view that teacher get more independent the more experienced they get. Further I found that social studies teachers have a complex contextual understanding of society and the democratic dilemma of values. They can change their view in what is important depending on how society develops. The continuity is characterized by their own practical vocational theory that is built on their subject biography. The subject biography is formed during their early years when they were growing up. They notice in one way the benefits that taking in their own perspective and values in the classroom education, but they reflect when and why it could be problematic in another way.
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