TITLE

Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices

AUTHOR(S)
Olafson, Lori; Schraw, Gregory; Veldt, Michelle Vander; Ponder, Jennifer
PUB. DATE
March 2011
SOURCE
Action in Teacher Education;Spring2011, Vol. 33 Issue 1, p108
SOURCE TYPE
Periodical
DOC. TYPE
Article
ABSTRACT
This goal of this mixed-methods study was to examine teachers' beliefs about citizenship and citizenship education in a social studies methods course that emphasized social action. Nineteen graduate students participated in the study and completed two pre- and posttest surveys that measured three citizenship worldviews and self-reported civic knowledge. Qualitative data sources included document collection and individual interviews. Results showed increased scores on indices of justice-oriented citizenship and civic knowledge, and that the implementation of a social action project changed beliefs and practices. The participants overcame initial concerns and constraints and recognized the value of a social action project in terms of student learning and their own teaching practices.
ACCESSION #
61907205

 

Related Articles

  • Fostering active citizenship through the New Zealand social studies curriculum: Teachers' perceptions and practices of social action. Wood, Bronwyn E.; Taylor, Rowena M.; Atkins, Rose A. // New Zealand Journal of Educational Studies;2013, Vol. 48 Issue 2, p84 

    Creating 'active' citizens has been a key objective of successive social studies curricula in New Zealand. The current national curriculum continues to reinforce this goal by stating that students will "participate and take social action as critical, responsible and informed citizens" (Ministry...

  • Producing Responsible Citizenship in Nigeria for National Development Through Social Studies Education. Enu, Donald Bette; Effiom, Veronica Nakanda // American Journal of Social Issues & Humanities;Sep2012, Vol. 2 Issue 5, p329 

    In this paper, responsible citizenship is identified as a basic requirement for sustainable national development and nationhood. National development is an aggregation of the aspects of the society's development effort. It borders on political, economic, social, technological, cultural and...

  • The Social Studies Curriculum in Atlanta Public Schools during the Desegregation Era. Bohan, Chara Haeussler; Randolph, Patricia // Theory & Research in Social Education;Fall2009, Vol. 37 Issue 4, p543 

    This historical investigation explores how teachers, students, and education officials viewed the social studies curriculum in the local context of Atlanta, and the broader state of Georgia, during the post-Civil Rights era, when integration was a court-ordered reality in the public schools....

  • Studies of Society and Environment (SOSE): Does it Have a Future? Marsh, Colin J. // Ethos;2010, Vol. 18 Issue 4, p10 

    Controversies in the social studies field are not new. According to Evans (2006), the 'social studies wars have been ongoing since the beginning of the 20th century' (p. 150). Educators laud the importance of social studies as conveyed in Yell's (2009) statement 'that with social studies...

  • Implementing Social Action Curriculum in an Elementary Classroom: Reflections from the Journey. Veldt, Michelle Vander; Ponder, Jennifer // Social Studies Research & Practice (Board of Trustees of the Uni;2010, Vol. 5 Issue 1, p45 

    This study examines how a social studies methods course, with an emphasis in civic education, is taught and carried through from its original implementation within a teacher education social studies course to practicing teachers' classrooms. Findings suggest that by implementing social action...

  • Becoming an Elementary Social Studies Teacher: A Study of Perspectives. Goodman, Jesse; Adler, Susan // Theory & Research in Social Education;Summer85, Vol. 13 Issue 2, p1 

    Student teachers' perspectives toward social studies education are analyzed in this paper. Sixteen elementary-level student teachers were selected at two university teacher education programs. One year's observations and interviews with the student teachers and their colleagues provided the...

  • AKTÄ°F VATANDAÅžLIK EĞİTÄ°MÄ°NÄ°N SOSYAL BÄ°LGÄ°LER PROGRAMINDAKÄ° YERÄ°. KARA, Cihan; TOPKAYA, Yavuz; ŞİMŞEK, Ufuk // Journal of World of Turks / Zeitschrift für die Welt der Türke;2012, Vol. 4 Issue 3, p147 

    2004 Social studies curriculum has offered to new opportunites new citizenship education, suitable for new world order by moving away from passive citzenship approach. Hence general purpose of the social studies is both to bring up active citizen and to acquire life-long skills to students. The...

  • 'Real teaching, real learning': thinking about content and methods in SOSE. Tudball, Libby // Ethos P-6;2002 Term 3, Vol. 10 Issue 3, p1 

    Provides information on the content and methods involved in the Study of Society and the Environment (SOSE). Curriculum standards frameworks of the SOSE; Categories of the four New Basics program; Argument of author James Beane in his book 'A Middle School Curriculum.'

  • THE PRIMARY SOCIAL EDUCATION CURRICULA IN HONG KONG AND SHANGHAI. Tin-yau Lo, Joe // International Social Studies Forum;2002, Vol. 2 Issue 1, p3 

    Focuses on a study which compared the primary social education curricula in Hong Kong and Shanghai in China. Aim of social studies curricula in Hong Kong and Shanghai; Differences in the curriculum; Implications for curriculum change.

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics