Questions related to Social Studies
I am compiling studies for an overview of the effects of out-of-field teaching on teachers' professional competences and/or student achievement. There is an abundance of studies in Mathematics, but not all that many in subjects like Social Studies, History, Geography and Civics.
This is my list so far (only English language). Have I missed any? I would be grateful for any further studies on the matter.
Thank you in advance.
#out-of-field # alternatively certified #teaching #effects
Dee, T. S., & Cohodes, S. R. (2008). Out-of-field teachers and student achievement. Public Finance Review, 36(1), 7–32.
Erlich-Ron R., & Gindi, S. (2019). Are civics teachers different from teachers of other disciplines in their handling of controversial issues? Education, Citizenship and Social Justice, 14(2), 118–130.
Fitchett, P. G., & Heafner, T. L. (2018). Teacher quality or quality teaching? Eighth grade social studies teachers’ professional characteristics and classroom instruction as predictors of U.S. History achievement. RMLE Online, 41(9), 1–17.
Fridrich, C. (2021). Teaching economics outside one's own subject area at lower secondary level in Austria – enriching or embarrassing? Journal of Social Science Education, 20(1), 30–64.
Goldhaber, D. D., & Brewer, D. J. (1996). Evaluating the effect of teacher degree level on educational performance. Zuletzt zugegriffen am 30.06.2022 unter https://nces.ed.gov/pubs97/97535l.pdf.
Hong, H., & Hamot, G. E. (2015). The associations of teacher professional characteristics, school environmental factors, and state testing policy on social studies educators’ instructional authority. The Journal of Social Studies Research, 39(4), 225–241.
Memişoğlu, H. (2017). Opinions of teachers and preservice teachers of social studies on geo-literacy. Educational Research and Reviews, 12(19), 967–979.
Pacaña, N. M. S., Ramos, C. D., Catarata, M. N., & Inocian, R. B. (2019). Out-of-field Social Studies teaching through sustainable culture-based pedagogy: A Filipino perspective. International Journal of Education and Practice, 7(3), 230–241.
Salleh, U. K. M., & Hutagalung, F. (2016). Comparisons of out of field and in-field History teacher: Teachers’ and students’ characteristics. Advanced Science Letters, 22(8), 1952–1956.
Savage, C. (2019). Academic majors of social studies teachers and student achievement in the U.S. Teaching and Teacher Education, 84, 66–73.
Simsek, U., & Ontas, T. (2021). The meaning of out-of-tield teaching for Social Studies and professional experiences. International Online Journal of Educational Sciences, 13(4), 1089–1106.
Torney-Purta, J., Richardson, W. K., & Barber, C. H. (2005). Teachers’ educational experience and confidence in relation to students’ civic knowledge across countries. International Journal of Citizenship and Teacher Education, 1(1), 32–57.
Webb, G. (1986). Factors affecting achievement in the University of Cambridge GCE A‐level geography examination. Educational Research, 28(2), 132–138.
Whitford, D. K., Zhang, D., & Katsiyannis, A. (2018). Traditional vs. alternative teacher preparation programs: A meta-analysis. Journal of Child and Family Studies, 27(3), 671–685.
May I presume that what we shall concern more about regarding the issue of anthropomorphism is not the matter of applying the outcomes that we extracted from our studying of non-human animals to humans? I may argue the opposite is more accurate, using our knowledge of humans to understand the non-humans. I presume that for any social studies, our studying the non-human animal is a lot more advanced than our studying of the humans, perhaps more neutral and objective. Accordingly, I do not think it is a big mistake if we apply them to humans.
I´m working on my research and using the webetnography. I´d like some recommendation to improve studies and deal with a great number of data. Thank you
I am wondering if anyone can conduct an ESIA study or does it have to be a person with specific credentials. Does it also have to be certified. If yes, what certifications are available.
Thanks a lot!
Do you think that these difficult times we are currently going through, due to COVID-19, will be a reason for students to opt for an education such as "Social Work" or a health education?
I am currently working on my paper on Effectiveness of Using Contextualization and Localization in teaching Araling Panlipunan (Social Studies). Can anyone share any articles, literature about contextualization and localization in Araling Panlipunan 5 (Social Studies)? Thankyou very much.
I have to write about an empirical (social) study, but it can't be anythung from "classic" empirical surveys, studies or books. So no Durkheim, Weber or whoever.
I might have chosen one Australian study by Polish Sociologist, but i am not quiete sure about it.
Thanks in advanced!
The major challenges to historical research revolve around the problems of sources, knowledge, explanation, objectivity, choice of subject, and the peculiar problems of contemporary history. Sources The problem of sources is a serious challenge to the historian in the task of reconstructing the past. Is there more?
I am working on a research aiming to reflect the technological competence that social studies teachers bring from their past to teaching processes. I investigate all life of participants (from family to teaching process). Which theory should I use in this context? So far, social constructivist theory has come close. Thanks for your support.
Question 1: Why do students have difficulty describing the concepts in social studies courses? They mostly use examples to clarify the concepts. Some social studies teachers claims that the students don't read book enough, therefore they haven't extensive vocabulary, so the students try to explain the concepts by using examples related to the topic. What do you think about that?
Question 2: Is this a problem for concept teaching?
Hello All, I am working in social studies field and looking for researchers from other countries to write about civics, citizenship education, history, geography and social studies fields to compare the point of view of different countries. If you would like to be a part of this please email me email@example.com
The status of geography as a school subject has declined in many countries. What factors are responsible for the decline of geography? Would you share your thoughts on the current status and future of geography, particularly in your education system? Other ideas.
Would you please share your expertise in microteaching for prospective teachers? Is it a separate course in your institution or an integral component of teaching methods courses? What are the core components of microteaching (knowledge, skills, ..)? What assessment methods do you use? Other important points you would like to share.
I am designing my case study research for measuring the technology use of social studies teachers in social studies classrooms in Turkey. In this context, i need to use observation form. Can someone suggest an instrument (observation form) for measuring technology use in social studies classrooms?
Standards-based education has received much attention in many education systems. Please what is your reflection on standards-based textbooks? what are some practical ideas for developing quality standard-based textbooks, particularly social studies textbooks? What are the differences between standards-based textbooks and traditional textbooks?
My colleague's thesis consists of a situation where she has performed a t-test to analyse the differences between male and female respondents' responses with respect to all the independent and dependent variables in the study. Is it right to do so? If yes, please elicit references.
Is Chi-square a more appropriate test in this situation? If yes, please elicit references.
To be precise, the thesis proposed to compare male and female respondent differences across all their independent and dependent variables measured through a structured questionnaire of 55 items on a 5-point likert scale of respondents' self-reported opinions of agree/disagree and neutral types through that particular hypothesis
The R squared value indicates the goodness of fit of the model; that is, it can help explain the variability of the data close to the mean, but in social studies there are many outliers and data can be difficult to obtain. I've read that a low R squared value is not necessarily bad. My question is why? And should I interpret it?
Have a nice day. I am studying father's and mother's punishment on teenagers' self esteem and social anxiety. I hypothesized that self-esteem as a mediator in the relationships between fathers/mothers and social anxiety. I conducted mediation analysis as attached in the picture. I found that self-esteem partially mediated father/mother influence on social anxiety. However, when I combined both parents in the model (the third model), why the direct effect of father towards social anxiety changed to insignificant and negatively related to social anxiety? Thanks in advance.
PS: Initial findings show that mother have higher influence on social anxiety while father have higher influence on self-esteem.
This is a general question about the relation between philosophy of science and social studies of science. Having worked for a while on the boundary between both fields, my impression is that hardly any connection exists between them. The usual explanation I get from scholars in both fields is that social studies of science are concerned with describing what science is (descriptive) and philosophy of science is concerned with why science works (normative).
Now my question is, hasn't this organic divide between both fields become obsolete as a result of recent trends in the evaluation of scientific research? Philosophers of science might claim to be conducting the "normative" study of science, but paradoxicaly it is the work in "descriptive" disciplines such as scientometrics that is today driving research policies worldwide. It seems that the normative discussions that matter today are being carried out no longer by philosophers in philosophy of science journals, but by statisticians in the methodological sections of their papers.
My impression is that philosophers tend to react to this in a patronizing way, uttering their general scepticism about the quality and relevance of scientometric data. But isn't that too easy, given that this data is de facto informing research policies worldwide? Shouldn't philosophers of science at least try to claim some of that ground? Because maybe, just maybe, policymakers are right in ignoring philosophers. I mean, would you trust doctors' normative advice about your health if you know those doctors are ignoring the largest available body of data about their field of expertise?
"Oh, but the statistical data about science is not relevant," I often hear. I'm afraid this kind of statement says more about the relevance of current philosophy of science than it says about scientometric data. I mean, why couldn't philosophers of science find a way to make that data relevant now that it's there anyway?
A reason why science is successful might lie not just with the truth of its statements or the methods used by its agents, but also with the evolution of its structure. If institutional economists like Douglass North can use the evolution of the structure of the economy to explain economic growth, why couldn't philosophers use the evolution of the structure of science to explain scientific progress? With the digitization of scientific research a generation of philosophers of science -for the first time ever!- can study the evolution of the structure of science and philosophize about its connection to scientific progress. It might be that there's no such connection, but how would we ever know this for sure without philosophers of science trying to operationalize existing theories of scientific progress? (for an example of this approach, see my paper "A comparison of two models of scientific progress")
So again my question: is it the case that this divide between the normative and descriptive study of science exists to this day, and isn't it time it came to an end? All opinions as well as pointers to relevant communities working on the edge of both disciplines would be much appreciated.
I wanna ask that if standardized estimates value equals to 1 than it is not acceptable in social studies? Or it shows perfect relationship between antecedents.
I would like to know more about the status of social studies in other countries. Would you offer some insights concerning the subject? For example, is it a compulsory subject in elementary schools? importance of social stuides compared to other school subjects, what about the content or course offerings, recent innovations in social studies, challenges facing the subject, etc.
When I have certain parameters and sub parameters on a social issue and scoring has been done using different techniques. These scores need to be normalized for further analysis. Moreover they need to have a certain benchmark score so their relative position can be assessed. During my survey unequal questions were asked on each parameter. The queries I have are:
- How to eradicate this unevenness due to varying number of questions ?
- How to decide the benchmark ?
- Are there any software that can be used for these kind of study ?
I'm interested in identifying examples of the ways in which teachers are incorporating social media into social studies classes in secondary schools as well as the obstacles teacher might have encountered in their efforts to bring social media into the learning process.
Written and illustrated report that will demonstrate our capacity to review and analyse documentation by comparing a historical aspect of the built environment (transport infrastructure, marketplaces, monuments, religious or political edifices, for example) to a contemporary example of the same thing (its analogue). This comparison should highlight changes in the social, cultural, and environmental context of the built environment that have occurred over time. We can choose a historical aspect of the built environment located either in Papua New Guinea or other countries.
And it will be based on our ability to apply an analysis of the various forces that influence the built environment both in its historical and contemporary context. This will be achieved through direct comparison of elements of the built environment across cultures and time. So my Is there materials that can me in addressing this issue.
Your consideration is much appriciated.
I am conducting research on middle school teachers’ use of TBL in their social studies and science classrooms and would like to know about their experiences and perspective of Team-based learning (TBL) as an instructional approach. Studies have shown that TBL is widely used in higher education classrooms, but there scarce literature of middle school teachers’ perspective of TBL. Can someone help?
Soon, a short report written by me will be published. After publication, I would like to present it somewhere to invite experts in the field to have a look and add information. Preferably, this platform should be online, free to access, but still with kind of a "honorable" reputation. Do you have any suggestions?
Despite the various controversies surrounding the common core in the states, the standards (or similar ones) are being implemented across the U.S. slowly but surely. There are connections between the common core and social studies, although I am wondering if they are strong enough to revive social studies education in the elementary grades, or if anyone thinks they will make any difference at all.
I would like to get bibliographic suggestions on "dignity" in religion, politics, ethics, everyday life. Thanks.
I am a PhD student and am interested in other theoretical models (eg, TPACK and SAMR, see link) which is evidence that are being used in the teaching of social sciences, especially in history.Can you help me?
I already know that there exist several ontologies for describing e.g., comments like http://www.openannotation.org/spec/core/core.html, or SIOC, but I could not find an ontology that covers all kinds of social data activities of one object(including tags, ratings, shares, comment,...).
Is it possible this kind of art can be communicated through architecture and could help society to understand its aesthetic value?