Social Studies In The 1980s
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Education In The 80 S Social Studies
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Author : Jack Allen
language : en
Publisher: National Education Assn
Release Date : 1981-01-01
Education In The 80 S Social Studies written by Jack Allen and has been published by National Education Assn this book supported file pdf, txt, epub, kindle and other format this book has been release on 1981-01-01 with Sciences sociales - Étude et enseignement categories.
The document contains a collection of 13 articles on the problems and challenges facing social studies educators in the 1980s. The objective is to offer the classroom teacher direction for evaluating the rationale and content of social studies education. Chapter one defines the purpose and nature of social studies. Chapter two discusses the importance of citizenship education as a role of social studies, while social studies' contribution to the humanistic experience is examined in Chapter three. Chapters four through eight consider the range of knowledge and understanding in the social studies, including history, geography, cultural pluralism, urbanization, and a global perspective, as well as law-related education and career education. Chapters nine and ten focus on basic and societal skills such as reading, writing, and decision making, while chapter eleven discusses values education as a major objective of the social studies. Chapter twelve examines the roles societal forces play in social education and the importance of educators' recognizing and understanding these forces. The final chapter discusses social studies teachers in relation to an unpredictable future and emphasizes the need for ongoing teacher education. (CK)
Social Studies In The 1980s
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Author : Irving Morrissett
language : en
Publisher:
Release Date : 1982
Social Studies In The 1980s written by Irving Morrissett and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1982 with Social Science categories.
Selected and condensed portions of five reports prepared by Project SPAN (Social Studies Priorities, Practices, and Needs) are presented. The purpose of Project SPAN was to describe and assess the current and recent state of social studies/social science education, designate desired states to which social studies might or should aspire, and shape recommendations as to how those desired states might be approached. There are four sections. The first section, drawn mostly from the conclusion of an extensive report written by Hazel Whitman Hertzberg as historical background for the project, describes efforts to reform social studies during the period 1880-1980. The second section focuses on the current state of five critical elements in social studies programming and instruction: rationales, goals, and objectives; curriculum patterns; curriculum materials; teachers; and instructional practices. The third section, "The Future of Social Studies," describes in some detail the six major problems that SPAN staff and consultants believe need to be faced in the 1980s, the "desired states" toward which social studies educators might strive, and recommendations flowing from a comparison of current states and the problems associated with the desired states. The fourth section describes one of the several major alternatives to the current pattern of social studies considered by the SPAN staff and consultants. The alternative is a social roles approach to social studies. (Author/RM)
Social Roles
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Author : Douglas P. Superka
language : en
Publisher: Edrs/Cbis Federal
Release Date : 1982
Social Roles written by Douglas P. Superka and has been published by Edrs/Cbis Federal this book supported file pdf, txt, epub, kindle and other format this book has been release on 1982 with Education categories.
This volume offers one possible focus, called "Social Roles," for K-12 social studies education that the authors believe can help in resolving the six problems and in achieving the desired states identified by Project SPAN (Social Studies/Social Science Education: Priorities, Practices, and Needs). The report contains four sections. In the first section, "A Perspective on Social Roles," each of the social roles--citizen, worker, consumer, family member, friend, member of social groups, and self--is described. Also included are a justification for the approach and an explanation of how it can help alleviate the six problems and achieve the desired states identified by the project. This section concludes with a brief summary of other curriculum orientations similar to the social roles approach and answers to questions concerning the implications of this approach for the present social studies curriculum. The second section, "Using Social Roles to Organize K-12 Social Studies," shows how this framework might be used as the basis for a K-12 curriculum. A brief summary of the advantages of a social-roles approach for K-12 social studies concludes this section. "Social Roles: The Main Ideas," the third section, presents a succinct, point-by-point description of the main ideas related to each of the seven social roles. Listed for each role are 10 or more main ideas that could be emphasized in the social studies curriculum. The volume concludes with "Social Roles: Relating the Main Ideas to Topics and Courses," which illustrates how social roles can be used as a basis for refocusing existing secondary social studies courses. (Author/RM)
Social Studies Reform 1880 1980
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Author : Hazel W. Hertzberg
language : en
Publisher:
Release Date : 1981
Social Studies Reform 1880 1980 written by Hazel W. Hertzberg and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1981 with Social Science categories.
The purposes, methodologies, and curricula of the social studies over the past 100 years are examined in this paper. This history was written to provide a useful background for current efforts to reform the social studies. The paper, which consists of nine chapters, begins with a discussion of the meanings, definitions, and beginnings of social studies. The three factors that set the stage for the development of the social studies are examined: the rise of the public high school, the growth of the universities, and the emergence of professional societies. Chapter two examines the 1916 report and the 1920s. The American Historical Association (AHA) Commission on the social studies and the 1930s are treated in chapter three. Chapter four examines the effect that World War II had on the social studies. The "New Social Studies" movement is the topic of chapters five, six, and seven. What happened in the 1970s is discussed in chapter eight. Following the summary and comments of chapter nine, there are name and subject indexes. (Author/RM)
Social Studies For The Eighties In Elementary And Middle Schools
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Author : Leonard Stout Kenworthy
language : en
Publisher: John Wiley & Sons
Release Date : 1981-01-01
Social Studies For The Eighties In Elementary And Middle Schools written by Leonard Stout Kenworthy and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 1981-01-01 with Sciences sociales - Étude et enseignement (Primaire) - États-Unis categories.
Social Studies For The Eighties In Elementary And Middle Schools
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Author : Leonard S. Kenworthy
language : en
Publisher: John Wiley & Sons Incorporated
Release Date : 1981-01-01
Social Studies For The Eighties In Elementary And Middle Schools written by Leonard S. Kenworthy and has been published by John Wiley & Sons Incorporated this book supported file pdf, txt, epub, kindle and other format this book has been release on 1981-01-01 with Social Science categories.
The Future Of Social Studies
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Author : Project SPAN.
language : en
Publisher:
Release Date : 1982-01-01
The Future Of Social Studies written by Project SPAN. and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1982-01-01 with Social sciences categories.
The future of K-12 social studies is examined in this volume, one in a series resulting from Project SPAN (Social Studies/Social Science Education: Priorities, Practices, and Needs). The report contains four sections. The first section presents "A Summary of Project SPAN." The project reviewed and analyzed the current state of K-12 social studies in order to form a basis for recommendations for future directions that might be taken to improve social studies. The five reports which were written as a result of Project SPAN are described. The second section presents and examines "Six Problems for Social Studies in the 1980s." The problems concern student learning and valuing of social studies, the culture of the school, teaching practices, the curriculum, the social studies profession, and public support. The focus of the third section is the "Desired States for Social Studies." The desired states for each of the problem areas identified in the second section are described. Together the six desired states present a vision of an ideal state of social studies education. The final section presents "Recommendations for Social Studies in the 1980s." The recommendations are organized to parallel the six problems and desired states. (Author/RM)
Science Engineering Education For The 1980 S Beyond
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Author :
language : en
Publisher:
Release Date : 1980
Science Engineering Education For The 1980 S Beyond written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1980 with Engineering categories.
Social Amnesia And The Eclipse Of History In New Zealand School Syllabi 1947 2002
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Author : David Glowsky
language : en
Publisher: GRIN Verlag
Release Date : 2004-01-04
Social Amnesia And The Eclipse Of History In New Zealand School Syllabi 1947 2002 written by David Glowsky and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-01-04 with Foreign Language Study categories.
Seminar paper from the year 2002 in the subject English Language and Literature Studies - Culture and Applied Geography, grade: 1,3 (A), Victoria University of Wellington (Robert Stout Research Centre), course: MNZS 511 Contemporary New Zealand, language: English, abstract: This essay analyses the content of the New Zealand Social Studies and History syllabi of the past 55 years. It concentrates on the one hand on content that refers to race relations in the country, to see what information was included or excluded to draw a certain picture of race relations; on the other hand it looks at how New Zealand interprets its links to other countries, to find out where it places itself culturally and politically in the world. It looks for patterns within the curriculum content that indicate certain ideological directions at the time the curricula were written, and for changes in these patterns over time. The underlying assumption here is that ‘any school curriculum, regardless of its composition, is invariably a political instrument.’ Openshaw and Archer have shown that even Social Studies, which have been regarded as unbiased and value-free, are as indoctrinated as history syllabi of the early 20th century. The main objective of Social Studies since its introduction in 1947 has not been to teach history. With little changes in formulation its aims have been to prepare children for life in New Zealand society, to introduce them to democratic institutions and make them eligible citizens. History as such plays a minor part in this. In 1986, Ann Low-Beer, a visiting British historian, reported that the majority of Social Studies teachers had no training in history, and historical material like primary resources hardly existed. The framework of Social Studies in the 1980s, like today, was sociological, based on general conceptions of human nature and interaction. Low-Beer’s survey of teachers in 15 Wellington Junior schools asked whether students at the end Form 4, that is at the end of the compulsory Social Studies course, had an overall view of New Zealand human history. The responses made clear that ‘“Social Studies is about the present” and a picture of New Zealand [sic] past “is not the point of the course”’. According to the teachers, after eight years of Social Studies the pupils had “no idea”, they knew “not even the basics like the names of Prime Ministers this century” and it was “best to assume total ignorance of history in all pupils entering Form V”.5 Pupils thought similar about this issue. Keen found in 1977 that only 25% of older pupils felt that Social Studies had given them any insight into history.
Science After The Practice Turn In The Philosophy History And Social Studies Of Science
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Author : Léna Soler
language : en
Publisher: Routledge
Release Date : 2014-03-21
Science After The Practice Turn In The Philosophy History And Social Studies Of Science written by Léna Soler and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-03-21 with Science categories.
In the 1980s, philosophical, historical and social studies of science underwent a change which later evolved into a turn to practice. Analysts of science were asked to pay attention to scientific practices in meticulous detail and along multiple dimensions, including the material, social and psychological. Following this turn, the interest in scientific practices continued to increase and had an indelible influence in the various fields of science studies. No doubt, the practice turn changed our conceptions and approaches of science, but what did it really teach us? What does it mean to study scientific practices? What are the general lessons, implications, and new challenges? This volume explores questions about the practice turn using both case studies and theoretical analysis. The case studies examine empirical and mathematical sciences, including the engineering sciences. The volume promotes interactions between acknowledged experts from different, often thought of as conflicting, orientations. It presents contributions in conjunction with critical commentaries that put the theses and assumptions of the former in perspective. Overall, the book offers a unique and diverse range of perspectives on the meanings, methods, lessons, and challenges associated with the practice turn.