Academic literature on the topic 'Social values Study and teaching Victoria Case studies'

This study aims to investigate the role of social science subject teachers in instilling character values ​​in students through the process of teaching and learning activities. This study used a quantitative approach with a case study type conducted at SMP Muhammadiyah Indramayu. The results of the study show that teachers of the Social Sciences subject at SMP Muhammadiyah Indramayu have tried their best to carry out their duties, especially in instilling historical awareness as well as values ​​of nationalism, identity and character in their students. This is proven when the writer observes while teaching in class being able to use strategies, various methods and modes so that the classroom atmosphere is lively and full of enthusiasm and is able to develop students to think historically analytically with various assignments. Besides that, teachers outside the classroom always monitor the character and attitudes of students to measure the extent to which what has been taught has an effect.

This study investigated the developmental process of a dynamic geo-game, Gezgin, which was developed by the researcher based on the Four-Component Instructional Design (4C/ID) Model, and its benefits in the acquisitions, values and skills of the Global Connections learning area of the social studies curriculum applied in Turkey. It also determined Gezgin’s reflecting acquisitions, values, and skills, as well associal studies education experts’ opinions about Gezgin. A case study approach was adopted and five experts participated. The data collection lasted for approximately fourteen months due to the development process of Gezgin. Most of this process coincided with the COVID-19 pandemic period. The data were descriptively analysed and the experts’ evaluations were subjected to content analysis. Findings indicated that Gezgin mostly reflected the acquisitions, values, and skills of Global Connections learning area and could support the curriculum as a studying environment, create various experiences, materialise theoretical knowledge, and that it co uld be tested on students. It was also understood that values, primarily, and skills and acquisitions, subsequently, were mostly supported. Although the results of the study revealed similarities with the results of other studies in scientific literature, it differed from them as a large platform where the acquisitions, values, and skills of a learning field were reflected. The results indicated that geo-games should be used to support other learning areas, develop high-level skills, and create a level of awareness in accordance with spatial citizenship skills.

Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.

Social Studies Curriculum (SSC) foster national cohesion and integration in terms of knowledge, intellectual capabilities, and democratic disposition, which are expected of pupils to actively participate and coexist in society. SSC is based on societal needs, challenges, and aspirations, which enable pupils to acquire appropriate and acceptable values. Therefore, in the teaching of SSC in primary schools, teachers' and pupils' perception is paramount. The study sought to find out the challenges encountered by teachers in the implementation of the Social Studies curriculum in fostering national cohesion and integration. Data was sourced from a sample of 12 curriculum support officers, 47 head teachers, 188 Social Studies teachers, and 5,640 pupils from the primary schools in Uasin Gishu County who were selected using stratified and simple random sampling techniques. Instruments for data collection included a questionnaire, observation, interview schedules, and focus group discussions. Data analysis generated frequencies and percentages for interpretation and discussions. The challenges in the implementation of the SSC were found to be the gradual subordination of teachers, demoralisation, poor teaching practices and the contradictions between what learners are taught in school with what they see in the community identified in the study. The study recommended that primary teachers should effectively implement values inherent in Social Studies Curriculum for learners to emerge as responsible, respectful, and cooperative citizens for societal harmony. In conclusion, shows that there was a need for teacher training, workshops, and seminars with more emphasis on the acquisition of new knowledge and current trends on citizenship and the utilisation of appropriate pedagogical practices in the social studies curriculum.

This study aimed at determining the role of science and social studies teachers in instilling the values contained in science and social studies content at Government Elementary School. The method used in this research was descriptive qualitative. Through a case study, this qualitative approach was intended to gain in dept understanding of social situation, and find patterns, hypotheses and theories. Subjects in this study were 10 teachers who teach science and social studies at Islamic elementary schools that were selected from randomly chosen elementary schools from North Jakarta, South Jakarta, Central Jakarta, West Jakarta and East Jakarta. The results of the study revealed that responsibility, collaborative work, mutual respect, and respect could be developed by teachers through teaching and learning process. Yet, other values that were specifically generated from the material content of science and social studies have not been tried out to be developed except in teachers’ lesson plans. DOI: 10.15408/tjems.v1i2.1271

Since its independence in 1991, the promotion of human rights has been a part of Georgia’s efforts towards the integration into Euro-Atlantic Institutions. However, difficulties in introducing the concept of individual, democratic and human rights are persistent in the teaching/learning process, as these concepts are still not organic and commonly understood in popular culture. Herewith, a growing level of political and societal polarisation between nationalistic and liberal forces impedes the process of effective promotion of universal human rights principles. The article analyzes the tensions between the core values of nationalism and liberal ideology in Georgia, as well as the supporting factors for the promotion of human rights education (HRE). It discusses the potential of HRE in mitigating the societal polarisation and reaching social cohesion around the basic civic values. A conclusion is made that, despite considerable progress achieved in promoting HRE in Georgia during the last decade, complexities remain related to the difficulty of introducing the concepts of individual, democratic and human rights in the teaching/learning process, as such concepts are still not organic and commonly understood in popular culture. Based on the best practices identified in various impact assessment studies on HRE worldwide, recommendations are offered for the schools to introduce transformative and emancipatory learning and make HRE effective through the application of the ‘wholeschool’ approach - an effective tool for bringing tangible changes to the school environment, as well as the impact on the household and community levels. Keywords: human rights education, social cohesion, Georgia, impact of education, wholeschool approach, social cohesion

Studying and learning means adaptation of new information, skills, and values. Students’ previous knowledge and experiences direct their studies, and in the best case, these experiences are positive. Learning is always a social process, too. How do new learning environments at universities influence students’ individuality and communality? Are students left alone and to work just with their computers? What kinds of experiences do students have of online teaching? In this study, these questions were asked from students studying at a Finnish university. Based on their perceptions, four features of an ideal online teaching and learning environment were found. Online solutions, when based on caring teaching, can provide new positive experiences of learning and teaching to teachers and students.

The aim of this research is to determine the professional development of social studies teachers in accordance with their views on the in-service education program. The research was carried out with the case study design, one of the qualitative research methods. The study group of the research was composed of 30 social studies teachers working in the Bergama district of Izmir province, who were selected by purposeful sampling method. The opinions of the teachers were collected through structured interview forms. When the findings were examined, the educational titles were shaped in the field of social studies and pedagogy. Gaining professional experience, deciphering new teaching methods, being aware of current developments, searching for solve to problems in teaching, increasing general culture, seeing ways to communicate with students and getting acquainted with issues such as university education. The field-specific expectations are; learning field-specific methods, seeing ways to popularize the course, recognizing new approaches to field courses, evaluating textbooks, attaching importance to values education, proposing concrete and feasible solutions to problems, being applicable, and being aware of new developments. As a result, it was found that the teacher education workshop largely meets the expectations of teachers, and teachers are willing to apply what they have learned from these trainings in their classrooms. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı sosyal bilgiler öğretmenlerinin mesleki gelişimlerini hizmet-içi eğitim programına ilişkin görüşleri doğrultusunda belirlemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu amaçlı örneklem yöntemiyle seçilen İzmir ili Bergama ilçesinde görev yapmakta olan 30 sosyal bilgiler öğretmeni oluşturmuştur. Öğretmenlerin görüşleri, yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Bulgular incelendiğinde, eğitim başlıkları alan eğitimi ve pedagoji alanında şekillenmiştir. Mesleki deneyim kazanma, yeni öğretim yöntemlerini tanıma, güncel gelişmelerden haberdar olma, öğretimdeki sorunlarına çözüm yolları arama, genel kültür artışı, öğrencilerle iletişim kurma yollarını görme ve üniversite eğitimi gibi konularda bilgilenme olarak dikkat çekmektedir. Alana özgü beklentileri ise; alana özgü yöntemleri öğrenme, dersi sevdirme yollarını görme, alan derslerine yönelik yeni yaklaşımları tanıma, ders kitaplarını değerlendirme, değerler eğitimine önem verme, sorunlara somut ve uygulanabilir çözüm önerileri getirme, uygulanabilir olma ve yeni gelişmelerden haberdar olma bakımından ifade edilmiştir. Sonuç olarak, öğretmen eğitimi atölyesinin, büyük ölçüde öğretmenlerin beklentilerini karşıladığı ve öğretmenlerin bu eğitimlerden öğrendiklerini kendi sınıflarında uygulamakta istekli olduğu saptanmıştır.

Education is a vitally essential social activity with the primary goal of enriching the social situation. Therefore, education that emphasizes building an inclusive and open attitude, particularly in religious matters, is crucial, particularly in the lives of a diverse society. This study aims to demonstrate how teaching selected passages from the Quran and the Ḥadīth in classrooms might help foster an inclusive mentality. This study used a qualitative approach with analytical descriptive research methods. A total of thirteen people participated in this study; eleven students from the Aliyah level and two educators from the MAN 1 Yogyakarta. The data was acquired through a combination of observation and semi-structured interviews. The study results indicated that the formation of inclusive religious attitudes through Quranic teaching and Ḥadīth could be accomplished using an integrative learning methodology based on historical approach, values analysis and case studies geared toward an inclusive model. Thus, students will automatically develop an inclusive and open attitude toward a variety of multicultural thoughts, including in matters of religion. As a result, it will allow them to build social groups of people living in harmony and may provide a way to solve various conflicts and hostility.

Wars between countries, technological developments and acculturation affect every field, as well as the field of education. The social crisis and moral corruption produced by the modern world have led families and educators to think, work and produce projects on the necessity of human values and education. Language, which is one of the human values and one of the ways of maintaining the existence of a nation and transferring its culture, is very important. In this context, it is seen that the emphasis on values is increasing day by day. The education level where the need for restructuring is felt the most is higher education. It is important that training given in higher education institutions is given within the framework of human value perceptions and the training of employees of the future profession group. In this context, it is very important to associate language and human values with literature teaching. In this study, studies on the theoretical and methodological foundations of literature teaching in the framework of new human knowledge in higher education institutions were examined. In this context, the aim of the study is to examine the theoretical and methodological foundations of literature teaching within the framework of new human knowledge in higher education institutions and the related documents scanned in the Web of Science database, thematically and methodologically. The study was designed by adopting a case study from the qualitative research models. A sample was not determined for the studies to be included in the research and the entire universe was reached. In this context, all documents in the Web of Science database were accessed through the library system of the university. In the document search, the keywords ‘higher educational’ and ‘theoretical and methodological’ were searched in all fields and studies were found by searching for the keyword ‘teaching literature’ in the title. All studies were analysed by year, document type, Web of Science category, research area, country and publication language. The findings obtained from the research were explained in detail with the content analysis method. In the research findings, 78 documents were reached. The findings obtained as a result of the research are given in detail in the findings and results section. Keywords: Human values, literature teaching, methodological and theoretical structure, Learning, University, Web of Science

AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.

AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.