Recent Happenings in the Social Studies

This article details the “journey box” project process enacted by two elementary preservice teacher cohorts. Engaging in activities and projects that promote a sense of investment in not only consuming but producing historical narratives, preservice teachers potentially become interested in sharing this type of learning with their students.     

History in War Time Britain

This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he outlines and explains two different strategies for organizing introductory skill lessons. Fourth, he describes a variety of techniques for scaffolding and cueing continuing thinking-skill practice as well as strategies for organizing different types of skill-practice lessons. He explains principles for employing these techniques and strategies throughout. He also highlights three factors teachers should consider in implementing thinking-skills instruction. The article concludes with a brief research-based rationale for infusing thinking-skills instruction with social studies and history instruction.     

Current Events in the Secondary School

This article examines children's literature that depicts people undergoing political conflict and war in a post-WWII era. These books portray political conflicts, refugees' relocation, and settlement in different countries. Using these books with drama inspired activities can help students gain awareness and empathetic attitudes toward those in a global community.     

The Effect of Cooperative Concept Mapping on Misconceptions,Knowledge Achievement,and Transfer of Learning in Peace Education

Abstract

This study tested the effect of cooperative concept mapping on knowledge achievement and transfer in peace education on 159 social studies students using a quasi-experimental research design. Four intact classes—two each in rural and urban areas—were randomly assigned to experimental and control conditions, and two instruments—Peace Education Achievement Test and Peace Education Transferability Test—were used for data collection. Findings showed that cooperative concept mapping unveiled students’ misconceptions in peace education and their perceptions about violent behaviors, raised students’ consciousness about asymmetric structures undermining peace, empowered them with ability to establish connections between intrinsic and extrinsic causes of conflict, and encouraged practical suggestions on how to resolve conflict and promote peace through enactment of peace virtues. Bivariate associations showed that students’ achievement in one context correlated with their transfer of learning in another context, with stronger correlation exhibited among experimental students. We attributed the stronger correlation recorded among experimental students to the “concepts connection” and visual effect occasioned by concept maps and overt effort of experimental teachers to create cooperative, experiential, and learner-centered lessons. Also, our assumption that female students will do better than male students in peace education was met. Implications of findings for curriculum review, instructional delivery and teacher education were discussed.     

III. Implications of the Report of the Commission on the Social Studies of the American Historical Association

In a world that is, on the one hand, determined to sustain distinct national and group identities and, on the other hand, becoming increasingly globalized, interconnected and interdependent, social studies educators are regularly faced with the challenge of supporting diversity, creating a unified national community, and promoting global perspectives through education. This paper explores how the Singapore education system addresses these disparate goals through its national social studies curriculum for secondary schools, particularly through its use of international case studies. The Singapore social studies curriculum also serves as an interesting case study of how a national social studies curriculum has been shifted away from an exclusive focus on a nation-centric paradigm to one that is more globally oriented in nature, while still being firmly anchored to the nation-state and its priorites.     

Books on History and Government Published in the United States from February 17, to March 17, 1934

Due to the changing landscape of K-12 education in the United States, particularly issues arising from funding, safety, accessibility, and standardization, the frequency at which teachers utilize traditional field trips has diminished over the last few decades. Thanks to continued advances in communicative technology, however, teachers are able to offer students virtual field trips (VFTs). Although not a perfect substitute for real life field trips, VFTs still take students beyond the classroom walls and help bring history, geography, economics, and civics to life. Still, there is some work teachers need to be aware of when planning to use VFTs. This paper attempts to help teachers in that avenue including providing a theoretical background for VFTs, explaining the basic benefits and limitations of VFTs, and detailing ways teachers can use VFTs. Finally, this paper provides a list of quality platforms, which teachers can use to locate VFTs.     

The Thread That Binds: Building on the Stories of Adolescent English Language Learners in Mainstream Social Studies Classrooms

This article draws on current research in the areas of storytelling and social studies to present a practical, culturally responsive storytelling model for Grades 7–9 social studies teachers to use to better engage English Language Learners (ELLs). Integrating the proven effectiveness of storytelling from a scientific and social perspective, with common themes explored in a typical social studies classroom, this model provides teachers with a concrete strategy to weave the rich, personal stories of ELLs into their classrooms. Based on a holistic understanding of storytelling, this model serves as a way for teachers to supplement traditional teaching methods used in the social studies classroom with personal stories shared by students, teachers, and experts during the introduction of key concepts. Future research potential exists to examine the effectiveness of this model if put into practice.     

Advances in Exponential Random Graph (p*) Models Applied to a Large Social Network

Recent advances in statistical network analysis based on the family of exponential random graph (ERG) models have greatly improved our ability to conduct inference on dependence in large social networks (Snijders 2002, Pattison and Robins 2002, Handcock 2002, Handcock 2003, Snijders et al. 2006, Hunter et al. 2005, Goodreau et al. 2005, previous papers this issue). This paper applies advances in both model parameterizations and computational algorithms to an examination of the structure observed in an adolescent friendship network of 1,681 actors from the National Longitudinal Study of Adolescent Health (AddHealth). ERG models of social network structure are fit using the R package statnet, and their adequacy assessed through comparison of model predictions with the observed data for higher-order network statistics.For this friendship network, the commonly used model of Markov dependence leads to the problems of degeneracy discussed by Handcock (2002, 2003). On the other hand, model parameterizations introduced by Snijders et al (2006) and Hunter and Handcock (2006) avoid degeneracy and provide reasonable fit to the data. Degree-only models did a poor job of capturing observed network structure; those that did best included terms both for heterogeneous mixing on exogenous attributes (grade and self-reported race) as well as endogenous clustering. Networks simulated from this model were largely consistent with the observed network on multiple higher-order network statistics, including the number of triangles, the size of the largest component, the overall reachability, the distribution of geodesic distances, the degree distribution, and the shared partner distribution. The ability to fit such models to large datasets and to make inference about the underling processes generating the network represents a major advance in the field of statistical network analysis.     

An introduction to exponential random graph (p) models for social networks

This article provides an introductory summary to the formulation and application of exponential random graph models for social networks. The possible ties among nodes of a network are regarded as random variables, and assumptions about dependencies among these random tie variables determine the general form of the exponential random graph model for the network. Examples of different dependence assumptions and their associated models are given, including Bernoulli, dyad-independent and Markov random graph models. The incorporation of actor attributes in social selection models is also reviewed. Newer, more complex dependence assumptions are briefly outlined. Estimation procedures are discussed, including new methods for Monte Carlo maximum likelihood estimation. We foreshadow the discussion taken up in other papers in this special edition: that the homogeneous Markov random graph models of Frank and Strauss [Frank, O., Strauss, D., 1986. Markov graphs. Journal of the American Statistical Association 81, 832–842] are not appropriate for many observed networks, whereas the new model specifications of Snijders et al. [Snijders, T.A.B., Pattison, P., Robins, G.L., Handock, M. New specifications for exponential random graph models. Sociological Methodology, in press] offer substantial improvement.     

Education for a sustainable future? Students’ experiences of workshops on ethical dilemmas

ABSTRACT

The goal of education for sustainable development (ESD) is to promote the values, behaviors, and lifestyles that are needed to find solutions to global economic, social, and environmental challenges. Social work and social work education have an important role to play in ESD, and poverty reduction, health, and well-being are important issues for social work as well. UNESCO, as well as the provisions of the Sweden’s Higher Education Ordinance, emphasizes the importance of higher education in meeting the future challenges to creating a sustainable society. Social work education at Örebro University has a long tradition of collaboration with service user organizations, for example by holding workshops on ethical dilemmas. This article describes these workshops and explores the students’ experiences of them. Four themes were identified: the perspective of ‘the other’ (and my own role), the importance of a nonjudgmental approach, the complexity of ethical dilemmas, and awareness of the complexity of social work. The workshops give the students a platform where they can gain practical knowledge and experience. Through the workshops, the students began to reflect on their own inner ethical compass, as well as on their own role and the challenging nature of social work.     

Birth order effects on young students’ academic achievement

We examine birth order effects on academic achievement for ten-year-old students using data for the entire population of fifth graders in Norway 2007/2008. The analysis thus adds to a thin empirical literature focusing on birth order effects among young children. We find that being firstborn confers a significant advantage in families with two, three and four children. The analysis makes two other contributions. First, we provide evidence that unless mother's age at childbirth is included among the control variables, only small and imprecise birth order effects are revealed in families with low socioeconomic status. Second, we provide some evidence that the birth order effects differ across families with highly educated and less educated mothers, which lend support to the resource dilution model over the confluence model.     

Working Across the Disciplines/Shifting Perspectives: Student Experiences with an Online Course Focused on Interdisciplinary Practice with Children and Families

SUMMARY

As more universities and other places of higher learning respond to the changing needs of the community-bound learner, new technologies are being harnessed to shift the delivery of historically “classroom-bound” programs to alternate and more universally accessible formats. This article describes how an online course uses interactive exercises to engage students in mutual exploration of cross and/or interdisciplinary work. The course serves students from various professional schools, including social work, child and youth care, nursing, and education. Through the use of online discussion and case-study role-plays, it facilitates an experiential learning environment that is reflective of the student's own practice in a learning setting.     

Economic Development and the Effects of Family Characteristics on Mathematics Achievement

This article explores the relationship between nations' level of economic development and the influence of adolescents' social backgrounds on their academic achievement. Using data from the Third International Mathematics and Science Study (TIMSS), the authors found that the positive effect of higher parents' education on middle‐school students' mathematics test scores is remarkably consistent among the 34 nations examined. In contrast, the relative advantage of living in a traditional family for mathematics achievement varies systematically between nations, being significantly greater in those with stronger economies. Although the influence of socioeconomic status on educational stratification does not appear to change, the deepening academic disadvantage of living with only one natural parent in more developed nations may result from marginalization of families in these societies.     

Classroom and Advocacy: A Project on the Working Poor in St. Louis

A social work seminar on employment issues was devoted to a research-based advocacy project on the working poor. All class members participated in data gathering, interviewing, and report writing. The report included national, state, and local data describing the working poor population. Particular attention was given to single mothers, the homeless, and health care issues. The project resulted in a published report by a major social welfare ad     

The impact of physical activity on employment

Using cross-sectional data from 25 European countries this study estimates the probability of an individual being employed controlling for his/her participation and frequency of participation in physical activity. Accounting for endogeneity, the regional prevalence of physical activity calculated from the sample is used as an instrument for individual participation suggesting a causal effect of physical activity on employment, especially for males.     

Toward a Descriptive Model of Humanitarian Assistance Coordination

This paper argues that the operating environment of humanitarian assistance is best conceived as an interorganizational social network or regime and that the problem of power and authority in such situations must be re-founded or reconceived accordingly. This contention is developed to contribute to an important ongoing dialogue among analysts concerning how humanitarian aid may most effectively be delivered in the context of a realistic appraisal of the structural and operating conditions in which it is offered. The paper first outlines the primary elements of the organizational environment in which humanitarian efforts must proceed, next suggests a way of thinking about how one might conceive of those conditions that builds on recent work, and then sketches the elements of a strategic contingency approach to the humanitarian assistance coordination dilemma. This analytical frame leads one to rethink assumptions concerning how best to conceptualize both the environment and the behavior of humanitarian organizations engaged in providing assistance in emergency situations and to suggest that theory building for this domain of study should now turn to a network-based and strategically contingent perspective for its foundation.

Work-based learning in social work education: the challenges and opportunities for the identities of work-based learners on university-based programs

This article explores the experiences of work-based learners undertaking social work degrees in the UK. The article is based on research of work-based learners on undergraduate social work degrees based in two universities, a local face-to-face university and a national distance learning university. Based on narrative inquiry methods for data collection, the article presents two case studies from the wider study which provide narratives of ‘becoming’ and ‘being’ a student. Drawing on identity theory, the article analyses how identity is an important concept in understanding the challenges and opportunities for this group of students on their journeys into and through higher education. The paper concludes by considering the implications for current provision of social work education.     

Quality improvements in the early care and education workforce: Outcomes and impact of the T.E.A.C.H. Early Childhood Project

To date there has not been a systematic, longitudinal research to assess the efficacy of public investments in the professional development of early childhood educators that are funded through the T.E.A.C.H. Early Childhood^® Project. This study of the T.E.A.C.H. Early Childhood^® Project Pennsylvania provides a longitudinal analysis of the data for the first three cohorts of applicants and scholars that participated in Pennsylvania's T.E.A.C.H. program. Over a 5-year period, we followed the scholars that participated in this program to examine the direct outcomes, as well as the indirect impact, of participating in the T.E.A.C.H. scholarship program. We found a number of positive outcomes for the scholars with respect to: educational achievement, increased compensation, reduced turnover, and improved knowledge, skill, and practice. The downside of T.E.A.C.H., as implemented in Pennsylvania, is keeping caregivers in the program. Only 15% of the scholars were still in the program at the end of the 5th year. The dropout/withdrawal rate after the first contract was 43.5% representing a sizable investment in scholars that never completed the initial contract. Based on these findings, the implications policy and practice are discussed.     

The Influence of College Tuition and Fees on Fertility Rate in Taiwan

This study investigates the influence of college tuition and fees (CTF) on fertility behavior as a mechanism to induce population growth. Using a fixed-effect regression model with various specifications of the fertility equation on contiguous panel data for the period 1990–2001, this study has determined of that CTF has a significantly negative influence on regional GFR (general fertility rate) in Taiwan. In addition, unemployment rates also have a negative impact on fertility though the male rate plays a greater role in the fertility decision than the female rate. Finally, this study calculates the cost in terms of CTF to the Central Government to induce population growth. For a 1% decrease in real CTF, the cost to the government and taxpayers at large, the cost of each additional child will range from US$90.31 to US$252.23 depending on the years considered and the model specifications.