Rozprawy doktorskie: „Social studies”

1

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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In this episode, we take a quick walkthrough of the specific Tennessee Academic Standards for Social Studies as they relate to social studies teaching and learning in grades K-5. We discuss where you can find the standards, how they are organized, the role of the SSP (Social Studies Practices) standards for K-2 & 3-5, and explore topics and content standards progressively found in each grade level.
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2

Evans, Donna B. "Social Studies". VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3692.

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Artist Statement In my mixed media work, I focus on people who are in the process of being uprooted and exiled from their home. My work reflects the limbo refugees experience while they search for balance and a new place to settle. The cultural diaspora affects the transplanted individuals as well as the host communities. Everyone experiences and needs to adapt to change. My abstracted images are created by manipulating layers of acrylic paint, photo gel transfers, gel medium, and tempera paint. I combine human forms with layers of English and foreign text while exploring concepts of displacement. I use materials that I can rub dry, re-wet, and work into again. This process-oriented approach allows me to create figurative images that are ghost-like and in ambiguous environments which create an ephemeral world.

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3

Meier, 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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In this episode, we explore the central professional organization for the social studies, the National Council for the Social Studies (NCSS). We review their history and beginning, learn about definitions and purposes for social studies, take a look at key NCSS curriculum standards and frameworks, and explore related NCSS publications and resources for teachers and classrooms.
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4

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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In this episode, we explore the national curriculum standards and organizing strands of the NCSS “10 Themes” and review the various, related disciplinary content areas that contribute broadly to the whole social studies curriculum in the K-12 classroom.
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5

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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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.
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6

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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In this episode, we take a deeper look at the definitions and five standards for historical thinking in the elementary social studies classroom. What does it mean for young learners and teachers to think like a historian?
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7

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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In this episode, we explore the five themes of geography: location, place, human-environment interaction, movement, and regions and consider how they are connected to the development of young geographers in the K-5 classroom.
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8

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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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.
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9

McIlveen, Rob. "Studies in social facilitation". Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379938.

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10

Tejeda, 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.

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The social studies curriculum has been shifting and developing since the inception of the subject itself. Current trends continue to move toward more inclusion of previously excluded cultures, religions, and experiences, as well as a more student-centered curriculum. This has not been a smooth transition, however, as some attempts continue to seem inadequate and others are met with continued conservative backlash. This thesis examines this shifting curriculum through the lens of well-remembered events from time spent as a student and a student teacher in social studies classrooms. An analysis of these experiences and related literature leads to an investigation of the possible implications for teachers and teacher education programs.

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11

Norstedt, 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.

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12

Arruzzo, 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.

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13

Al-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.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.
"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.

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14

Anderson, Colin. "Teaching Social Studies Through Drama". DigitalCommons@USU, 2017. http://digitalcommons.usu.edu/etd/6836.

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Educators and researchers have long discussed methods for improving student achievement in the social studies and history. Research on student attitudes reveals that the social studies suffers from a lack of interest among students. Common complaints among students are that the subject is tedious, does not relate to their lives, is not particularly useful for their future careers, is repetitive, or that it is simply boring (Schug et al., 1982}. Even when students recognize the utilitarian value of skills they learn from social studies/ history, they rarely express an interest in the subject (Chiodo, 2004). After reviewing the body of literature on student attitudes towards the social studies, Shaughnessy and Haladyna (1985} concluded, "most students in the United States, at all grade levels, find social studies to be one of the least interesting, most irrelevant subjects in the school curriculum" (p. 694). Russel and Waters (2010) linked these attitudes to the prevalence of passive learning (lecture, worksheets and other busy work, and rote memorization) within contemporary social studies classrooms. Studies examining social studies/ history education suggest that pedagogical techniques from drama/ theatre may be effective at teaching these subjects by helping students actively engage with and retain material. Drama-based strategies can be particularly effective in improving student reading skills (Rose et al., 2000). By strengthening such basic skills, drama/ theatre helps support student achievement in social studies/ history. Teaching strategies that utilize historical narrative have been shown to get students to effectively engage with and improve their understanding of social studies content (Downey et al, 1991; Brophy et al., 1991). Drama can act as a form of historical narrative and be particularly effective at reaching students (Otten et al., 2004; Jackson et al., 2005). Drama-integration methods also complement the social studies curriculum by being well suited for multicultural education practices, cross-curricular learning, and the investigation of social justice issues (Gay & Hanley, 1999; Fautely & Savage, 2011; Lement & Dunakin, 2005}.

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15

Gerges, 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.

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The aim of this project is to study the level of paradigm development in the domain of social media studies. Based on the works of Kuhn (1970), Pfeffer (1993), and Thompson and Tuden (1959), the level of paradigm development was defined as the degree of consensus regarding: research topics, methods, and theories used in a given field of study. A sample of social media research articles was studied to analyze the level paradigm development within this domain of study. The sample consisted of a group of social media research articles that were published in the top ten journals of communication studies in the last five years. Content analysis methodology was used to analyze the research articles and clusters analysis was utilized in order to investigate the level of paradigm development in this field of study. The analysis confirmed the lack of consensus in the social sciences (Pfeffer, 1993). The level of agreement regarding research methods, theoretical concepts, and research topics used in social media studies was quite low. The lack of consensus in this new domain of study may be explained by two factors. Social media as an academic field is still in its infancy (Van Osch and Coursaris, 2014), and thus it lacks of a shared body of theoretical knowledge that can be used to analyze the phenomenon of social media (Van Osch and Coursaris, 2014; Chong and Xie, 2011; and Khang, Ki, and Ye, 2012). In conclusion, this project suggests that social media studies should aim to develop a high level of paradigm development, since academic fields with high levels of consensus are better organized, have fewer power conflicts, and get more funding (Beyer and Lodhl, 1976; Pfeffer, 1993).

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16

Nilsson, Tobias, i 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.

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Syftet med vårt examensarbete är att undersöka de förändringar som uppstår vid införandet av en ny kursplan i ämnet samhällskunskap för grundskolans senare år då vi anser att en ny läroplan innebär förändringar. Förändringarnas innehåll ska också sätta avtryck i själva undervisningen i ämnet och därför vill vi med denna undersökning finna dessa förändringar och diskutera förändringarnas innehåll utifrån teorier om ungdomars lärande. För att få svar på våra frågeställningar har vi valt att studera de förmågor som krävs av eleverna utifrån den tidigare och den nya kursplanen i samhällskunskap och diskutera dessa. Med förmågor menar vi det som krävs av eleverna för att uppnå betyget godkänt i ämnet. Vi har valt att använda oss av är en komparativ undersökning med en kvalitativ metodisk inriktning, nämligen en textanalys då vi ansåg det vara mest lämpligt i relation till vår undersökning. En del av de slutsatser vi har kommit fram till är att den nya kursplanen Lgr11 kräver att eleven kan tillämpa samhällsvetenskapliga begrepp i större utsträckning än i den tidigare kursplanen Lpo94 samt att eleven kan tillämpa modeller i sina beskrivningar. Vidare så stärker Lgr11 en mer individuell identitetsutveckling.

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17

Rogers, Linda Gail. "Bias in social studies textbooks". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/959.

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18

Pasini, Giacomo <1976&gt. "Empirical studies on social interactions". Doctoral thesis, Università Ca' Foscari Venezia, 2007. http://hdl.handle.net/10579/550.

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19

Johnson, Anna, i 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.

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Företag 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.

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20

Crawford, Candy R. "Social Studies: A user-friendly intervention?" Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2519.

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Autism Spectrum Disorders (ASDs) are a group of neurodevelopmental disorders involving impairments in social interaction, language and communication, and restricted, repetitive, and stereotyped behaviors (National Institute of Mental Health [NIMH], 2007; Steurnagel, 2005). Deficits in social skills can hinder learning progression and sociability. Social stories are used to teach social skills about a particular event and provide information for better understanding of the expected or appropriate responses within specific situations (Autism Education Network, 2006). They are a means of providing cues, usually visual in nature, for children with ASDs to give meaning and accurate depictions of social contexts and how best to be or maneuver in a variety of situations. Gray (2000a, 2000b, 2004) has systematized her version of Social Stories™ and provided definitive guidelines for writing Social Stories™ in her publications, videos, and seminars. The extent to which Social Stories™ are user friendly was examined in this research. Fifteen parents and professional educators read a condensed version of Gray's (2004) guidelines and then wrote a social story for a boy named Zac. Participants then received more extensive training from a power point presentation narrated by the researcher. Finally, participants wrote a second social story for a boy named Jon. Participants demonstrated some knowledge of the components of social stories after only reading the condensed version. Overall demonstration of Social Story™ writing skills showed lack of knowledge of sentence types and usage, especially of directive statements. After the additional training, participants demonstrated increased knowledge and skill of the major aspects of writing Social Stories™ (e.g., different sentence types and usage, including an appropriate title, and language components).
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational, and School Psychology

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21

Emery, Nathan J. "Neuroethological studies of primate social perception". Thesis, University of St Andrews, 1997. http://hdl.handle.net/10023/15078.

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The neuroethological basis of social signals was investigated using a multidisciplinary approach, involving connectional and comparative analysis of anatomical data, single cell recording and behavioural techniques. Previous literature implicates the amygdala, anterior temporal and prefrontal cortex in primate social functions. Non-metric multidimensional scaling (NMDS) and cluster analysis were used to analyse the connectional relatedness of macaque cortico-cortical and amygdalo-cortical connections. This objective analysis separated the amygdala nuclei into two groups, the basolateral (BL) and centromedial (CM) complexes. A comparative analysis was made of the possible functions of the amygdala nuclei by correlating amygdala nuclear volume with 5 socio-ecological indices, across 44 primate species. The lateral basal (LB) nucleus and BL size was found to correlate positively with social complexity. CM size correlated negatively. The LB nucleus receives information from the STS, which contains visual neurons responsive to eyes, heads and bodies. These cells were assessed for coding of socially relevant information. Single cell recording localised within the macaque superior temporal sulcus (STS) revealed neurons responsive to specific views, elevations and orientations of the head, eye position, and specific views of bodies walking in specific directions and reaching to objects. The tuning of these neurons could therefore support the function of recognition of another's purposive behaviour (e.g. direction of attention or intention). Visually responsive neurons in the STS also differentiated faces of different species (i.e. monkeys, humans and other animals). Behavioural studies suggest that monkeys do not follow the direction of attention of humans, yet monkeys appear to have the neural capacity. A behavioural study using video stimuli, revealed that monkeys spontaneously follow other monkeys' gaze onto an object or point in space. It is concluded that the amygdala and STS are part of a neural system which enable monkeys to interpret another's gaze and actions within a purposive behavioural framework.

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22

Connelly, Roxanne. "Social stratification and education : case studies analysing social survey data". Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/18590.

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Social Stratification is an enduring influence in contemporary societies which shapes many outcomes over the lifecourse. Social Stratification is also a key mechanism by which social inequalities are transmitted from one generation to the next. This thesis presents a set of inter-related case studies which explore social stratification in contemporary Britain. This thesis focuses on the analysis of an appropriate set of large scale social survey datasets, which contain detailed micro-level data. The thesis begins with a detailed review of one area of social survey research practice which has been neglected, namely the measurement and operationalisation of ‘key variables’. Three case studies are then presented which undertake original analyses using five different large-scale social survey resources. Throughout this thesis detailed consideration of the operationalisation of variables is made and a range of statistical modelling approaches are employed to address middle range theories regarding the processes of social stratification. Case study one focuses on cognitive inequalities in the early years of childhood. This case study builds on research which has indicated that social stratification impacts on the cognitive performance of young children. This chapter makes the original contribution of charting the extent of social inequalities on childhood cognitive abilities between three British birth cohorts. There are clear patterns of social inequality within each cohort. Between the cohorts there is also evidence that the association between socio-economic advantage and childhood cognitive capability have remained largely stable over the post-war period, in spite of the raft of policy measures that have been floated to tackle social inequality. Case study two investigates the recent sociological idea that there is a ‘middle’ group of young people who are absent in sociological inquiries. This chapter sets out to explore the existence of a ‘middle’ group based on their socio-economic characteristics. This case study focuses on school GCSE examination performance, and finds that performance is highly stratified by parental occupational positions. The analysis provided no persuasive evidence of the existence of a ‘middle’, mediocre or ordinary group of young people. The analytical benefits of studying the full attainment spectrum are emphasised, over a priori categorisation. Case study three combines the analysis of intra-generational and inter-generational status attainment perspectives by studying the influences of social origins, educational attainment and cognitive abilities across the occupational lifecourse. This case study tests theoretical ideas regarding the importance of these three areas of influence over time. This case study therefore presents a detailed picture of social stratification processes. The results highlight that much more variation in occupational positions is observed between individuals, rather than across an individual’s lifecourse. The influence of social origins, educational attainment and cognitive ability on occupational positions appear to decrease across an individual’s occupational lifecourse. A brief afterword that showcases a sensitivity analysis is presented at the end of the thesis. This brief exposition is provided to illustrate the potential benefit of undertaking sensitivity analyses when developing research which operationalises key variables in social stratification. It is argued that such an activity is beneficial and informative and should routinely be undertaken within sociological analyses of social surveys. The thesis concludes with a brief reflection on large-scale survey research and statistical modelling and comments on potential areas for future research.

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23

Spence, Daniel. "Grassroots 20 social change through the social Web". Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28110.

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The Internet presents a wide variety of capacity-building opportunities for the nonprofit sector, especially grassroots-based organizations with geographically dispersed members. These opportunities have become more accessible and practical for laypeople with emergence of Web 2.0 and the prevalence of social network sites like Facebook and MySpace in contemporary life, theoretically making it easier even for under-resourced organizations to leverage the Internet to increase outreach, fundraising and recruitment capacity. This report details the participatory action research basis and findings of the accompanying practical component of the thesis project which entailed the development of a new Web 2.0-enabled website for Sierra Club Canada, the country's foremost grassroots environmental nonprofit organization. With no other organizations in the sector taking full strategic advantage of the Internet to improve campaign capacity, this new website will establish Sierra Club Canada as a premiere online presence and a resource for a growing number of grassroots activists and supporters of environmental causes.

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24

Morrow, 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.

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Bergstrom, Teresa Michelle. "Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers". Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5910.

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This 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.

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Bergstrom, 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.

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This 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.

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27

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.

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Kelley, 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.

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Ross, 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.

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30

Retnaningsih, 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.

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31

Lundh, 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.

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32

Walls, 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.

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This study investigates the effectiveness of two computer games as learning tools in comparison to established learning tools teaching two different topics in the course Social Studies 1b of the Swedish Upper Secondary School Curriculum. The use of computer games in education is placed in the context of changing ideas of the aims for education systems in the 21st Century with regard to student skills rather than content, including digital skills. The findings indicated that using these particular computer games as learning tools for these topics was at least as effective as the alternative, more established, lessons. Focus group discussions with students after the study lesson indicated a preference for variation in teaching methods and the desire for learning activities that require active student participation.

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33

Murray, Valerie Mary. "Ideology of content in social studies texts". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26576.

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This thesis explores the ideology of content in social studies texts. An investigation of tensions underlying Canadian society illustrates diverse points of view which need to be addressed through schooling. A major vehicle for transmitting views of society is found in the content of social studies. Examination of perspectives concerning the relationship of school and society reveals the need for critical analysis of assumptions contained in social studies content. Citizenship education is considered a central purpose of the social studies. This presumes that social attitudes are promoted through the content of schooling. The view of society that is transmitted to students orients the premises of schooling and definitions of citizenship. Two views regarding the nature and needs of society are described as consensus and pluralism. Interpreted as educational aims, these social views correspond to adaptive and reconstructive orientations to curriculum. Postulated as an extension of the reconstructive orientation, the study develops a conceptual framework rooted in the tradition of critical inquiry. This framework employs three dimensions of content referred to* as social conflict, social discourse and social knowledge. Results of the study indicate that the three dimensions of the framework are adequately addressed in the five textbooks of the study. In particular areas, however, the texts tend to support a consensus view of society, particularly where ideals concerning social progress, social membership and social organization are concerned. Implications arising from the study explore possibilities for working creatively with questions and concerns of critical inquiry. The study suggests that if the central purpose of Canadian social studies is citizenship education, then the content of schooling must reflect tensions that result from a plurality of interests and value positions.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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34

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.

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Wozniak, 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.

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Rogers, 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.

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This study questions the implementation of social studies curriculum in Nova Scotia. Indigenous knowledge, and anti-racism educational principles form the basis of high school curricula created from the perspective of African Nova Scotian and Mi'kmaq histories. The courses, African Canadian Studies and Mi'kmaq Studies, were implemented in 2002. To understand the distance between the intended objectives and practical realities of the curriculum, three methods were used: narrative, critical discourse analysis, and teacher interviews. Narrative provided a springboard for the analyses that follows by situating the context in the classroom. Centering on specific language use, critical discourse analysis connects implementation problems to the discourses employed in each curriculum document. The teacher interviews exposed the depth of issues through practical experiences, and critique of the school system, which link back to the knowledge which African Canadian Studies and Mi'kmaq Studies were formulated upon. The analysis connects the three methods to illustrate implementation issues in a broader context.
Cette 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.

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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.

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Lauritzen, Christine Elisabeth Thomsen. "Experimental Studies on Social Behavior of Entrepreneurs". Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22880.

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Unterscheidet sich die Ausprägung sozialer Präferenzen zwischen Unternehmern und Nicht-Unternehmern? Beeinflussen die sozialen Präferenzen von Unternehmern welchen Geschäftstyp (soziales vs. kommerzielles Unternehmen) sie gründen? Haben soziale Präferenzen einen Einfluss auf produktive und/oder unproduktive unternehmerische Motive? Spielt die Persönlichkeitsstruktur in diesem Kontext eine Rolle? Die vorliegende Dissertation behandelt diese Fragen anhand von vier experimentellen Studien mit Unternehmern, Landwirten, Studierenden der Betriebs- und Volkswirtschaftslehre, sowie Mitarbeitern, Kollaboratoren und Investoren von Start-up-Unternehmen. Dabei werden unterschiedliche Methoden in Labor, Online, sowie „Lab-in-the field“ Experimenten angewendet. Die Ergebnisse zeigen, dass Unternehmer im Vergleich zu den anderen Testgruppen, generell stärker ausgeprägte soziale Präferenzen besitzen, insbesondere bezüglich kooperativer Eigenschaften. Darüber hinaus wird kein Zusammenhang zwischen den sozialen Präferenzen von Unternehmern und ihrer Entscheidung ein soziales oder kommerzielles Unternehmen zu gründen gefunden.
How 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.

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Lundy, Sarah Elizabeth. "Leveraging Digital Technology in Social Studies Education". PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1743.

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Today's K-12 classrooms are increasingly comprised of students who accomplish much of their informal learning through digital media and technology. In response, a growing number of educators are considering how they might draw upon these informal learning experiences to support student engagement and learning in the classroom through technology. The purpose of this study is for social studies educators, school administrators, teacher educators and curriculum developers to understand more about the potentials and limitations of integrating technology such as a digital text. This research focuses on the differences in experiences using a digital text and a printed text from the perspective of four high school social studies classes. The curriculum for the printed and digital texts was developed in collaboration with the Choices Program for the Twenty-First Century at Brown University. This research was based on the assumption that the thoughtful integration of a digital text in the classroom can support student engagement and differentiation while facilitating learning that students can readily transfer to multiple political, economic and social contexts beyond the classroom. Critically, students of poverty and students of color have the most to gain from increased access to digital technology in the public education system. People of color and people of poverty in the United States have significantly less access to technology at home than their white and middle class counterparts. Therefore, the classroom presents an opportunity for students who lack access to digital learning opportunities in their home environments to develop the technological fluency and digital literacy that are increasingly necessary to engage in multiple political and economic spheres in the United States. The current literature on digital technology in education lacks sufficient empirical evidence of the potential benefits and challenges that digital technologies may offer secondary social studies education from the perspective of the classroom. Therefore, the classroom field test that was undertaken for this research offers a more empirical understanding of digital texts from the important perspectives of students and teachers in the classroom learning community. This research was conducted in a large, suburban high school in the Portland Metropolitan area and compared the experiences of tenth-grade World History classes working with a print text to the experiences of tenth-grade World History classes working digitally. The mixed-methods multiple-case study design addresses the following research questions: a) In what ways, if at all, does a digital text provide high school social studies' students different affordances and academic skills than a printed text? and b) How, if at all, do high school social studies students interact differently with a digital text from a printed text? The analysis of data offered evidence that the use of the digital text supported technological fluency, the creation of more sophisticated learning products, differentiation for multiple learning styles and a more supportive reading experience due to its multimodal features. These unique academic affordances were not equivalently supported by the use of the print text. However, the type of text did not demonstrably influence students' ability to communicate their thinking in analytical writing. The analysis of data also suggested that students were somewhat more cognitively and behaviorally engaged in the digital case studies. Importantly, the digital text did not create a negatively discrepant learning experience for students of color but, rather, supported increased student engagement for both white students and students of color. The data also suggested that the digital text posed significant challenges for both students and teachers. The digital experience required students to learn new and challenging technology skills. The digital text also required more class time and created more classroom management challenges for teachers than the print experience. Despite these additional challenges, both students and teachers expressed a preference for the digital experience. Thus, the digital text seemed to provide both a more challenging and a more rewarding experience for students. This study has implications for educators that are interested in thoughtfully integrating a digital text or, a similar digital technology, in comparable classroom contexts.

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Chen, Hsiu-ling. "Teacher planning : social studies teacher in Taiwan /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Newton, Susan Sublett. "Integrating social studies and literature using folktales". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.

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Menzies, Gail. "Corporate Social investment and development". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3672.

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Can the Corporate Social Investment initiatives of small businesses contribute to development? Corporate Social Investment (CSI) and its counterpart Corporate Social Responsibility (CSR) are the terms used for the external and internal initiatives undertaken by companies to contribute to the upliftment of their stakeholders and communities. This research paper attempts to establish whether the CSI initiatives of small, local (Cape Town) companies have the potential to contribute to this upliftment or development. The literature review conducted on the relevant topic discovered three major arguments surrounding this debate. Firstly there are those authors that believe that CSI / CSR cannot contribute to development; secondly those authors that believe that CSI / CSR can contribute to development; and finally those authors that believe that more research on this topic is required before any such statements can be made. The outcome of the literature will reveal some issues surrounding this argument. They are: motivations, compatibility, implementation, business advantage, business and NGOs and community focus and research and sustainability. Following the establishment of the technical issues the paper will then propose that Amartya Sen's Development as Freedom theory be used to further investigate the development potential of CSI initiatives. Along with the technical suggestions, Sen's five 2 freedoms will be used to analyse whether any potential development successes can be observed from seven case studies. The freedoms are: political freedoms, economic facilities, social opportunities, transparency guarantees and protective security. Each of these can contribute to development. The case studies are CSI initiatives selected from local small businesses and the required information was extracted by means of an openended qualitative questionnaire. These case studies will be analysed against the freedoms and the discoveries from the literature review. The conclusions drawn show that some potential does exist for CSI initiatives. It also shows that Sen's Development as Freedom can be effectively applied to small scale projects at the micro level.

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Hale, Kenneth Michael. "Social and professional border lines /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487867541732232.

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Carter, 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.

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Educational Psychology
Ed.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

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45

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.

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International social movement coalitions are a promising instrument to address systemic problems in a globalizing world. This thesis explores the issue of maintenance of these coalitions by examining the factors that have facilitated or inhibited the maintenance of the Hemispheric Social Alliance as an example. This thesis is based on a qualitative case study; data includes some content analysis but mostly consists of direct interviews. The main finding is that factors such as resources, internal relationships, external conditions and management all affect the maintenance of an international social movement coalition. The thesis argues for increased links between social work and social movement coalitions, and offers insights for social work policy, research and practice.

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Luhr, 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.

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The purpose of this dissertation was to explore, through a social ecological framework, the multifaceted effects of the neighborhood environment by investigating how dimensions of both the built environment and the neighborhood social context may interact to influence walking. Aesthetics, land use mix, crime, and pedestrian infrastructure were considered with respect to built environment walkability, and the neighborhood social context was conceptualized using measures of both social cohesion and social interaction with neighbors. This research used data from an Environmental Protection Agency (EPA)-funded study of 748 adults (18 years of age and older) residing in the Lents neighborhood in Portland, Oregon. Through a series of both multiple linear and logistic regression models, the analyses examined the specific pathways by which social interaction with neighbors, social cohesion, and age influenced the relationship between the built environment and walking behavior. Results suggest that both social interaction and social cohesion but not age moderate the effects of the built environment on walking. There was evidence of mediation, as well, for both social interaction and social cohesion. The implications of these findings for future research and policy are discussed.

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Wilmes, 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.

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Harlig, 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.

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Mattila, 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.

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Stay-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.

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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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Swedish schools have a democratic mission to instill democratic values and knowledge in students. When they graduate, students are meant to be democratically competent citizens. In upper secondary school, this mission is executed in the social studies classroom. This is the only context in which Swedish schools actively try to influence students’ democratic competence. At the same time, not all students take the same amount of social studies courses. The purpose of this thesis is to study the association between social studies and students democratic competence, and the possible limits of such a relationship. Does social science courses really predict democratic competence, even when taking other factors into account? And if the goal is democratic competence, how much social studies is enough? Since democratic competence is connected to voting-behaviour and trust in government it might be a problem if students are given unequal access to the courses where it is created. I hypothesized that social studies predicts democratic competence, and that there is a point during courses at which that relationship weakens. To test the hypothesis, a cross-sectional, quantitative survey study was conducted, using established instruments of measurement. The data was analyzed using regression models and analysis of variance, and results indicate that social studies predict democratic competence, and that students need to take three courses of social studies before the association with democratic competence weakens. Since most students take only one course of social studies during their time at upper secondary school, implications for the future of the democratic mission is discussed.

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