Education Commons^™

Rhetoric Vs. Reality: A Critical Analysis Of Georgia’S Official Curriculum For United States History, Haley Dawkins

Doctor of Education in Secondary and Middle Grades Education Dissertations

As there has been an increasing focus in education on standards-based instruction and accountability through standardized assessment, it is extremely important to analyze the standards closely. This study sought to explore and understand whose voices, experiences, and perspectives are represented and prioritized in the curriculum through the analysis of state standards and additional curricular resources. Through the lens of Critical Race Theory, this qualitative content analysis was designed to examine three of the curricular resources developed by the Georgia Department of Education to investigate how the Georgia United States History curriculum addresses race, racism, and representations of communities and individuals …

A Proposed Conceptualization Of A Training Program For Secondary School Social Studies Teachers In Light Of The Degree Of Use And Challenges To Employ Some Applications Of Artificial Intelligence In Education تصور مقترح لبرنامج تدريبي لمعلمات الدراسات الاجتماعية بالمرحلة الثانوية في ضوء درجة الاستخدام والتحديات لتوظيف بعض تطبيقات الذكاء الاصطناعي في التعليم, Amal Saeed Ali Qana Al-Qahtani

Jordanian Educational Journal

Abstract:

The study aimed at identifying the use degree of secondary school social studies teachers for some applications of Artificial Intelligence in three axes (planning, implementation and evaluation) of the lesson, and the challenges faced by the teachers of social studies when employing the applications of artificial intelligence in education. The sample of the study included (130) high school social studies teachers. The study was applied in the second semester of the academic year 1441 AH. The study restricted to a random sample of high school social studies teachers in the city of Riyadh in Saudi Arabia. The study tool …

Historical Inquiry Deliberation (Hid): The New Republic Lesson Plan, Rhonda Kemp Webb

Teaching Social Studies in the Peach State

The following lesson plan is an example of adapting the Structured Academic Controversy (SAC) format for engaging students in the deliberation of the multiple perspectives for a current societal issue to instead create a procedure for evaluating a historical event or decision. The sample lesson included here for engaging students in this process is entitled “Historical Inquiry Deliberation: The New Republic” and requires students to deliberate the following question:

Which of the competing visions for America’s future was the best approach for the nation at the early stage of its development in the late 18^th century?

• Manufacturing: The US …

Building Civil Discourse In Social Studies Through Historical Inquiry Deliberation (Hid), Rhonda Kemp Webb

Teaching Social Studies in the Peach State

This article calls for an increased emphasis on social studies in education and highlights an effective strategy for developing civil discourse skills through what I call Historical Inquiry Deliberation (HID). As social studies educators, we want our students to become engaged in their communities and become the problem solvers of the future. Utilizing the Structured Academic Controversy (SAC) approach builds student confidence, discussion skills, and understanding of the power multiple perspectives can bring to solving a problem. Adapting this technique for analyzing historical content can allow for a collaborative twist to the widely utilized Document Based Question assignment. The article …

The Rise Of Critical Race Theory: Current Perspectives And Policies On Crt In Education, Nate Scholten

Journal of Multicultural Affairs

In this policy brief on Critical Race Theory (CRT), I operationalize the theory, trace its origins in legal scholarship, discuss its rise within the field of education, and highlight current policies that have responded to this rise. While many see CRT as a helpful lens to view seemingly unnoticeable manifestations of oppression and injustice, others view the use of the construct as divisive, unnecessary, and detrimental to teaching and learning. After detailing the discourses on either side of this debate, I conclude this brief by drawing on Kumashiro’s (2004) notion of teaching for discomfort and the approach of action civics …

Implementing Inquiry In A High School Economics Course, Nathan Prince

School of Education and Leadership Student Capstone Projects

Inquiry-based learning (IBL) allows students a more authentic learning experience by providing them the opportunity to question, explore, investigate, analyze, draw conclusions and create. In contrast, traditional didactic teaching methods often hinder students' deeper comprehension and disenfranchise students from institutional education as a whole. This paper advocates for the integration of IBL methodologies within high school economics education by exploring the question, how can high school seniors use inquiry-based learning in economics? IBL's cognitive advantages, including heightened student involvement, critical thinking enhancement, and improved problem-solving skills, are explored in this paper. By encouraging active questioning, collaborative investigations, and exploration, IBL …

The Effects Of Technology Integration On Academic Performance And Engagement Of Third Grade Social Studies Students: A Mixed Methods Study, Ashley Megregian

Theses and Dissertations

The purpose of this study was to evaluate the impact of technology integration on third grade social studies students' academic performance and their engagement with the content of map skills at Peony Elementary. The study took place during the Fall of 2022 with 14 third grade social studies students. There is low academic performance and a lack of engagement from elementary students both nationally and locally. This research explored three questions related to the effects of integrating technology on student academic performance and engagement. The first question looks at the impact of integrating technology on third grade students’ academic performance …

Somebody Gave Somebody Some Kind Of Heat About Something: Teaching Controversial Topics In The Politically Polarized Suburbs, Melanie Waller

Dissertations, Theses, and Capstone Projects

Scholarship on social studies education, agrees that there is inherent value in teaching students to deliberate, consider multiple perspectives, and work together. Teaching with deliberative pedagogies means teaching students to discuss and consider multiple perspectives. This kind of teaching can engage with controversial topics, or topics that spark disagreement in the classroom. At their best, deliberative pedagogies and engaging with controversial topics can prepare students to participate in deliberative, democratic life (Hess & McAvoy, 2013; Parker, 2003; Gibson, 2020). Deliberative pedagogies can work to prepare students to engage in an ideal democratic environment, where all perspectives are given fair weight, …

The Centrality Of Claim-Making In The Social Studies Classroom: Teaching For Claim-Making With The Persuasive Claim Framework, Ryan Anders Lewis

Theses and Dissertations--Curriculum and Instruction

This dissertation includes three articles that focus on the importance of claim-making and argumentative writing in social studies classrooms. Each article highlights various aspects of the claim-making process by introducing ways for teachers to help students write better claims, highlighting the importance of claim-making within the extant social studies literature, and analyzing the results of centering the claim-making process in a preservice teaching methods program.

Article One, “What’s in a Claim: A Framework for Helping Students Write Persuasive Claims?” (2021), is an article written for practicing teachers. As part of a larger discussion on the challenges of implementing the dimensions …

Revolution, Conflict, Revolt, Uprising, Among Other Adjectives: Resistance Movements In Colonial Sudan, Edibeth Mencía Roy

History - Master of Arts in Teaching

I. Synthesis Essay………………………………3

II. Primary Documents and Headnotes……….21

III. Textbook Critique……………………………30

IV. New Textbook Entry………………………...33

V. Bibliography…………………………………..36

Social Studies Teachers’ Perceptions Of Alternative Assessments For Students With Ieps, Chander Mohan Mallhotra Jr.

Walden Dissertations and Doctoral Studies

Assessments are one of the vital pillars of education but often are designed without the specific needs of students considered. Instruction is often differentiated for students with individualized education programs (IEPs), but rarely are assessments. Students in classes with IEPs in the social studies department at the project site school in the state of New York are performing below grade level. Teachers at this school are encouraged by the department chair to structure their assessments based on the Regents exam, which uses traditional assessment methods. The purpose of this case study was to investigate the perceptions of teachers regarding the …

Becoming One With The Revolution: A Scholarly Analysis Of The Everyday Life Of Soviet Citizens, Genesis Medina

History - Master of Arts in Teaching

I. Synthesis Essay………………………………...1

II. Primary Documents and Headnotes………...29

III. Textbook Critique……………………………...39

IV. New Textbook Entry…………………………..44

V. Bibliography………………………………….....26

The Omnipresence Of Christianity In The United States: An Analysis Of The Second Great Awakening (1790-1850), Lance Sum

History - Master of Arts in Teaching

I. Synthesis Essay………………………………...1

II. Primary Documents and Headnotes………...22

III. Textbook Critique……………………………...39

IV. New Textbook Entry…………………………..44

V. Bibliography………………………………….....20

Divergent Representations Of Africa: A Qualitative Analysis Of Georgia Social Studies Textbooks, Bailey A. Brown, Amber R. Reed

Georgia Educational Researcher

The Georgia Department of Education has clearly defined standards for learning about Africa in the seventh grade. However, there exists great variation in how textbooks present this material and address these standards. Using a qualitative content analysis approach, we assess the presentation of Africa in three widely used Georgia social studies textbooks. We document and analyze coverage of Africa across Georgia’s seventh grade world studies learning domains. Our research demonstrates: 1) that, despite widespread calls for decolonization of education and strengthening of multicultural education, Euro-American perspectives on Africa are still prevalent; 2) textbooks vary widely on how they choose to …

The Eruption Of Disruption: The Manifestation Of Disrupting Whiteness In Secondary Social Studies In Appalachia, Elizabeth Disalvo Osborne

Graduate Theses, Dissertations, and Problem Reports

This phenomenological dissertation explores the lived experiences of secondary social studies educators situated in the Appalachian region. Hermeneutic phenomenology was used as a philosophical and methodological approach to gather insights into this phenomenon. Interviews were conducted with three educators to capture their experiences from their childhoods, to their teaching careers, and into their current personal lives. These experiences were analyzed using a Whole-Part-Whole process to understand how they came to disrupt whiteness, the ways they did so, and their understanding of the impact disrupting whiteness for creating learning environments, developing curriculum and making instructional decisions. The findings revealed how these …

Niccolò Machiavelli: How One Florentine Man Continues To Haunt Political Theorists Beyond The Grave, Victoria Jaqueline Amezcua

History - Master of Arts in Teaching

I. Synthesis Essay……………………………….3

II. Primary Documents and Headnotes………..25

III. Textbook Critique……………………………..39

IV. New Textbook Entry…………………………..45

V. Bibliography………………………………….....24

Where The Fruit Grows, We’Ll Start Over: Rethinking The Great Migration’S Limitless Impact, Luna Flores-Ramirez

History - Master of Arts in Teaching

I. Synthesis Essay……………………………….2

II. Primary Documents and Headnotes……….20

III. Textbook Critique…………………………….33

IV. New Textbook Entry…………………………36

V. Bibliography…………………………………...19