Dissertations / Theses on the topic 'Social studies'
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Meier, Lori T. "Episode 3: TN Standards for Social Studies." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/3.
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Evans, Donna B. "Social Studies." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3692.
Full textMeier, Lori T. "Episode 1: Get to Know the NCSS." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/1.
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Meier, Lori T. "Episode 2: Exploring the 10 Themes." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/2.
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Meier, Lori T. "Episode 4: Primary & Secondary Sources." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.
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Meier, Lori T. "Episode 5: Historical Thinking." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/5.
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Meier, Lori T. "Episode 6: The Five Themes of Geography." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/6.
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Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.
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McIlveen, Rob. "Studies in social facilitation." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379938.
Full textTejeda, Victoria Alexandria. "Studying Social Studies: Using Personal Narratives to Explore the Shifting Social Studies Curriculum." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579066.
Full textNorstedt, Sara. "Corporate Social Responsibility : redovisning och kommunikation av socialt arbete." Thesis, Uppsala University, Department of Business Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-88203.
Full textArruzzo, Kristi L. "The effect of a constructivist social studies unit on student attitudes toward social studies /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
Full textAl-Nofli, Mohammed Abdullah. "PERCEPTIONS OF SOCIAL STUDIES TEACHERS ABOUT SOCIAL STUDIES GOALS AND CONTENT AREAS IN OMAN." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777641&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text"Department of Curriculum and Instruction." Keywords: Citizenship education, Curriculum development, Global education, Oman, Social sciences, Social studies, Social studies teachers. Includes bibliographical references (p. 114-126). Also available online.
Anderson, Colin. "Teaching Social Studies Through Drama." DigitalCommons@USU, 2017. http://digitalcommons.usu.edu/etd/6836.
Full textGerges, Mina. "Paradigms in Social Media Studies." Thesis, Uppsala universitet, Medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-263207.
Full textNilsson, Tobias, and Linda Jonsson. "Social studies now and then." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32896.
Full textRogers, Linda Gail. "Bias in social studies textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/959.
Full textPasini, Giacomo <1976>. "Empirical studies on social interactions." Doctoral thesis, Università Ca' Foscari Venezia, 2007. http://hdl.handle.net/10579/550.
Full textJohnson, Anna, and Anna Peterson. "Corporate Social Responsibility : lockas studenter till en arbetsgivare som tar ett socialt ansvar?" Thesis, Södertörn University College, School of Business Studies, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-159.
Full textFöretag har först och främst ekonomiska intressen att ta hänsyn till. Ett mål är att skapa acceptabel vinst för sina ägare och ett delmål är att hålla nere sina kostnader. Rekryteringskostnaderna anses ha blivit en relativt dyr kostnadspost. Ett sätt att reducera denna är att företaget söker personal som inte bara är kompetent utan som även kan omfattas av företagets målsättning och etik. På så sätt växer en lojalitet fram mellan dessa och ökar sannolikheten att personal stannar längre hos företaget. Den anställdes trivselfaktor ökar och han får bättre förutsättningar för att känna att han tillsammans med företaget kan bidra till förändring av samhället och världen.
Vänds fokus från företagets intresseperspektiv till den arbetssökandes, kan man fråga sig om det finns ett intresse hos arbetssökande personer, i detta fall våra studenter i intervjuundersökningen, att utöver lön, ta hänsyn till företagets/organisationens policy
beträffande CSR- relaterade faktorer.
Crawford, Candy R. "Social Studies: A user-friendly intervention?" Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2519.
Full textThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational, and School Psychology
Emery, Nathan J. "Neuroethological studies of primate social perception." Thesis, University of St Andrews, 1997. http://hdl.handle.net/10023/15078.
Full textConnelly, Roxanne. "Social stratification and education : case studies analysing social survey data." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/18590.
Full textSpence, Daniel. "Grassroots 20 social change through the social Web." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28110.
Full textMorrow, Rosemary. "Development of the National Council for the Social Studies Curriculum standards for social studies, expectations of excellence /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textBergstrom, Teresa Michelle. "Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5910.
Full textBergstrom, Teresa M. "Gatekeepers for Gifted Social Studies| Case Studies of Middle School Teachers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739532.
Full textThis is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis.
Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms.
Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs.
Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.
Noble, Trevor. "Social mobility trends and social stratification in Britain." Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245787.
Full textKelley, Caitlyn. "“Social Studies is Boring”: The Role of Student Attitude and Achievement in the Middle School Social Studies Classroom." Ohio Dominican University Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1620144135878313.
Full textRoss, E. Wayne. "Becoming a social studies teacher : an investigation of the development of teaching perspectives among preservice social studies teachers /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392303350.
Full textRetnaningsih, Umi Oktyari. "Pre-service Teachers’ Approaches to Planning and Integrating Global Education and Social Studies Knowledge into Social Studies Curriculum." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555605580100922.
Full textLundh, Magdalena. "Domestic heating with solar thermal studies of technology in a social context and social components in technical studies /." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101325.
Full textWalls, Richard. "Using Computer Games to Teach Social Studies." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-183039.
Full textMurray, Valerie Mary. "Ideology of content in social studies texts." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26576.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Taylor, Barbara Jean. "Out-of-field teachers in social studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23522.pdf.
Full textWozniak, Edmund Zygmund. "Making connections, hypertext and the social studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49595.pdf.
Full textRogers, Pamela. "Problematizing social studies curricula in Nova Scotia." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104888.
Full textCette étude question l'implémentation du programme des sciences humaines en Nouvelle-Écosse. Les connaissances indigènes (autochtones), et les principes de l'éducation anti-raciste forment la base des programmes d'études secondaires créés à partir de la perspective des Afro-Nouvelle-Écossais et des Micmacs. Les cours, d'études afro-canadiennes et d'études Micmaques, ont été mis en place en 2002. Pour comprendre la différence entre les objectifs visés et les réalités du programme, trois méthodes ont été utilisées : le narratif, l'analyse critique du discours et les entrevues avec les enseignants. Le narratif a servi comme point d'accès pour l'analyse qui suit, en situant le contexte de la salle de classe. Centré sur le langage employer, l'analyse critique du discours a lié les problèmes d'exécution des cours aux discours utilisés dans chaque document du programme. ont été formulées. L'analyse lie les trois méthodes pour illustrer les questions d'implémentation dans un contexte plus large.
Al-Jarrah, Abdallah Azzam. "Democracy in the Jordanian social studies curricula." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247471.
Full textLauritzen, Christine Elisabeth Thomsen. "Experimental Studies on Social Behavior of Entrepreneurs." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22880.
Full textHow do entrepreneurs’ social inclinations compare to those of non-entrepreneurs? Does the social preference structure of entrepreneurs provide us with information regarding the business type they choose to operate (i.e., whether they choose to run a social business versus a commercial business)? Do social preferences relate to (un)productive entrepreneurial motives? Does personality play a role in this context? This dissertation addresses these research questions by conducting four experimental studies with actual entrepreneurs, business and economics students, farmers, and start-up employees, collaborators and investors. Thereby, different methods are applied in laboratory, online, and lab-in-the-field experiments. The findings suggest entrepreneurs to hold generally stronger social tendencies, in particular in relation to cooperation. No link between social preferences and the choice of founding a social or commercial business is found.
Lundy, Sarah Elizabeth. "Leveraging Digital Technology in Social Studies Education." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1743.
Full textChen, Hsiu-ling. "Teacher planning : social studies teacher in Taiwan /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full textNewton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.
Full textMenzies, Gail. "Corporate Social investment and development." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3672.
Full textHale, Kenneth Michael. "Social and professional border lines /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487867541732232.
Full textCarter, John Duel. "INCREASING SIGNIFICANCE OF SOCIAL STUDIES: A MUTLI-DIMENSIONAL CONTEXTUAL ANALYSIS OF SOCIAL STUDIES ENGAGEMENT AND ACHIEVEMENT DURING HIGH SCHOOL." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/471575.
Full textEd.D.
Increasing significance of social studies: A multi-dimensional contextual analysis of social studies engagement and achievement during high school The social studies data of the 2010 National Assessment of Educational Progress (NAEP) highlighted some alarming results. These results highlight a trend in the learning of social studies related content within today’s secondary schools. Students are mastering and retaining less social studies knowledge while other content areas are slowly improving. Prior research within the field of school engagement postulates that low levels of student academic engagement negatively influence academic student achievement. This study explored the relationship between social studies engagement and social studies academic achievement throughout the semester within the context of a social studies classroom. In particular, measures of students’ levels of engagement included behavioral, cognitive, and emotional aspects. The study utilized quantitative data from a 27-question longitudinal semester survey of 75 students from a central Pennsylvania high school. The study included demographic information ranging from prior social studies achievement, overall school academic achievement, to gender and age. The assumptions were that the distinct components of engagement are bi-directionally related and share reciprocal relationships. Additionally, the type of class and the students’ year of schooling were investigated to amplify these relationships. The results indicated that engagement has only a weak relationship to academic achievement in the social studies classrooms used for the research. As might be expected, the strongest predictor of grades was the student’s cumulative GPA, including past grades in social studies. The implications for this finding in terms of engagement theory and educational practices were discussed. Once researchers can ascertain the intensity and directional relationship between social studies engagement and social studies achievement, teachers will be able to focus on the component(s) of engagement that fosters social studies academic achievement.
Temple University--Theses
Koo, Jah-Hon. "Maintaining an international social movement coalition : a case study of the Hemispheric Social Alliance." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32825.
Full textLuhr, Gretchen Allison. "The Effects of Frequency of Social Interaction, Social Cohesion, Age, and the Built Environment on Walking." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3325.
Full textWilmes, Justin A. "Projecting Social Concerns: Russian Auteur Cinema in the Putin Era." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1431037346.
Full textHarlig, Alexandra M. "Social Texts, Social Audiences, Social Worlds: The Circulation of Popular Dance on YouTube." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557161706452516.
Full textMattila, Heidi M. "The social construction of stay-at-home fathering across social spaces and places." Thesis, Fielding Graduate University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10250983.
Full textStay-at-home fathers, male primary caretakers of their children, represent an emergent form of fatherhood challenging gendered stereotypes related to breadwinning, caretaking, and parenting. This study explores, from a social constructionist and feminist perspective informed by critical men’s studies, social psychology, and psychoanalysis, how stay-at- home fathering is socially constructed across gendered everyday social spaces and places. More specifically, the focus is on how the social dynamics within the everyday spaces and places of these men are shaped by cultural stereotypes and gendered interactions. Nine White, middle-class, college-educated, heterosexual stay-at-home fathers taking care of at least one child under the age of 12 and married to a breadwinning wife were interviewed. The transcribed interviews were coded using an inductive thematic analysis applying a narrative methodology. A typology of five social spaces and places is proposed and theorized. Each gendered space and place identified is associated with distinct affective experiences by the stay-at-home fathers and gendered social dynamics that oppress, affirm, or validate the men’s identity as male caretakers. The gendered stereotypes of “The Hero,” “The Pervert of the Playground,” “The Unwelcome Intruder,” “The Man Among Men,” and “The Communal Father” are proposed. Conceptually, gender dualism, the repertoire of possible male caretaker identities, and the challenges of embodied masculine caretaking are discussed. Stay-at-home fathers struggle with documented loneliness and social isolation; the findings presented have important clinical implications for counselors and therapists working with stay-at-home fathers.
Key words: stay-at-home father, identity, loneliness, isolation, stereotype, social interaction, gendered space, social geography, public spaces, private spaces, social dynamics, social constructionism, doing gender, masculine care, emergent masculinity, playground, playgroup, volunteering.
Stenman, Jonas. "Social Studies Courses at Swedish Upper Secondary Schools : A study of the relationship between social studies and students democratic competence." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66119.
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