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Full-Text Articles in Education
Developing Political Thinking And Discussion Skills In Civics Classrooms. A Book Review Of Teaching Politics In Secondary Education: Engaging With Contentious Issues, Patricia G. Avery
Developing Political Thinking And Discussion Skills In Civics Classrooms. A Book Review Of Teaching Politics In Secondary Education: Engaging With Contentious Issues, Patricia G. Avery
Democracy and Education
In Teaching Politics in Secondary Education: Engaging with Contentious Issues, Wayne Journell displays his passion for politics, teaching, and research. He provides secondary social studies teachers and teacher educators with practical ideas for reorienting civics and government instruction toward the political sphere as it is, not the idealized politics often portrayed in textbooks. Drawing heavily from his research on civics classes during the 2008 and 2012 presidential elections, Journell focused on two primary instructional goals: developing students' skills in political (or policy) thinking and discussions of controversial political issues. This accessible, informative, and inspiring book offers teachers a good first …
Reenvisioning Education For Civic Engagement In The Social Media Century, Ryan T. Knowles
Reenvisioning Education For Civic Engagement In The Social Media Century, Ryan T. Knowles
Democracy and Education
The reviewed article, “The Impact of Student Political Identity Over the Course of an Online Controversial Issue Discussion,” represents a timely response to the eye-opening influences of social media in modern political climates. Particularly, the project provides a useful model and relevant findings for future teachers and teacher educators to incorporate online political discussions. The study clearly demonstrates the value of online discussions, especially in mixed partisan groups. Based on the findings, three additional considerations were identified and elaborated on within this response. These include a renewed consideration of quantitative analysis, a focus of identity in civic education, and a …
Last Year's Choice Is This Year's Voice: Valuing Democratic Practices In The Classroom Through Student-Selected Literature, Michael D. Boatright, Amelia Allman
Last Year's Choice Is This Year's Voice: Valuing Democratic Practices In The Classroom Through Student-Selected Literature, Michael D. Boatright, Amelia Allman
Democracy and Education
The authors of this article explore democratic practices in the classroom by using student-selected literature. After multiple class sets of student-selected young adult novels were purchased using grant money, the authors set out to see what happens in a classroom when student choice is at the forefront of pedagogical decision-making and how students resonated with and voiced their experiences reading about those chosen novels. Because canonical texts are often used to help students understand allusions in contemporary texts, one adolescent novel and one canonical novel became the focal points for this project. With democratic practices undergirding this project, the authors …
Deliberating Public Policy Issues With Adolescents: Classroom Dynamics And Sociocultural Considerations, Margaret S. Crocco, Avner Segall, Anne-Lise S. Halvorsen, Rebecca J. Jacobsen
Deliberating Public Policy Issues With Adolescents: Classroom Dynamics And Sociocultural Considerations, Margaret S. Crocco, Avner Segall, Anne-Lise S. Halvorsen, Rebecca J. Jacobsen
Democracy and Education
Classroom discussion and deliberation have been widely touted in the research literature as a centerpiece of high quality civic education. Empirical studies, however, of such processes are relatively few. In a public policy deliberation on immigration conducted in three Midwestern high schools during the academic year 2015–16, the authors found that analysis of a set of deliberations on the subject of immigration policy in the United States reveals the ways in which sociocultural identity aspects of the settings and participants influenced the processes and dynamics of these classroom events. Reflecting upon this analysis suggests a set of factors that reveal …
Usd Teacher Residency Program Impact: Culturally Responsive Pedagogy, Ben Schaap, Amy Schweinle, Karen J. Kindle
Usd Teacher Residency Program Impact: Culturally Responsive Pedagogy, Ben Schaap, Amy Schweinle, Karen J. Kindle
School of Education Research Center
USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. This report examines the effect of two semesters of student teaching over a traditional one-semester model on teacher candidates’ confidence in culturally responsive pedagogy. Students reported much greater preparedness both to design and to implement instruction that incorporates students’ readiness, background, and culture, among other factors.
Supportive Residency Instructors: University Of South Dakota’S Teacher Residency Program, Ben Schaap, Amy Schweinle, Karen J. Kindle
Supportive Residency Instructors: University Of South Dakota’S Teacher Residency Program, Ben Schaap, Amy Schweinle, Karen J. Kindle
School of Education Research Center
USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. Residency instructors serve as coaches and mediators when issues arise, but they also provide timely instruction on such topics as classroom management, educational assessment, and others. Students in the residency program strongly agree that USD’s residency instructors support their instructional growth, assist them in overcoming challenging situations, and provide support and feedback to succeed.