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.     

New materialist social inquiry: designs,methods and the research-assemblage

This paper discusses issues of research design and methods in new materialist social inquiry, an approach that is attracting increasing interest across the social sciences as an alternative to either realist or constructionist ontologies. New materialism de-privileges human agency, focusing instead upon how assemblages of the animate and inanimate together produce the world, with fundamental implications for social inquiry methodology and methods. Key to our exploration is the materialist notion of a ‘research-assemblage’ comprising researcher, data, methods and contexts. We use this understanding first to explore the micropolitics of the research process, and then – along with a review of 30 recent empirical studies – to establish a framework for materialist social inquiry methodology and methods. We discuss the epistemological consequences of adopting a materialist ontology.     

Methods Used with a High Ability Group

Teaching for social justice in a standards-driven social studies classroom can be challenging. However, the authors believe that there does not have to be a choice between meeting standards versus meeting the needs of students. Through semistructured interviews with four current social studies practitioners, the authors found similarities in the language the teachers used to describe the role of standards in their classrooms, teachers' perceptions of context as being important to the tension between teaching for social justice and teaching to standards, and the ways that perception impacted how they negotiated that tension. The authors offer social studies teachers an alternate conceptual frame for viewing social justice instruction in terms of methods rather than content.     

Comparing Ourselves to Others: International Knowledge and Attitudes

The authors focus on the collaboration between a university methods professor and two classroom teachers in teaching social studies methods as a way of bridging the gap between university preparation for teaching social studies and putting that preparation into practice in elementary classrooms. The teachers offer recommendations from their own teaching experiences for how preservice teachers can find time for powerful social studies teaching despite pressures to meet the requirements of No Child Left Behind in literacy and mathematics. They integrate social studies with literacy and math, use "teachable moments" and transitions between subjects, and incorporate social studies research with computer and media skills. In addition, they employ class meetings to practice the democratic processes of collectively setting and revising class rules, accepting responsibility for those rules, and working together to solve classroom problems. Informal feedback from the preservice teachers reflects their appreciation of advice from classroom teachers with current experience in addressing the challenge of making time for powerful social studies teaching.     

Embedding quantitative skills into the social science curriculum: case studies from Manchester

Those aiming to respond to the recognised shortage in quantitative skills within the UK social sciences have increasingly focused on the content of undergraduate degree programmes. Problems occur when quantitative methods are generally confined to a dedicated module, detached from substantive topics. This model makes it hard for students to understand or engage with the contribution of quantitative research to their discipline and can perpetuate negative perceptions of quantitative training. We suggest a solution to this problem is ‘quantitative embedding’, in which quantitative evidence and methods are incorporated into substantive teaching in the social sciences. We illustrate quantitative embedding with case studies from an ESRC funded project based in The University of Manchester, where teaching partnerships have developed curriculum innovations in Sociology and Politics. The paper then discusses the challenges of disseminating quantitative embedding, highlighting the need to bridge separate communities of practice that can isolate quantitative specialists.     

Social class, mental illness, and social mobility: the social selection-drift hypothesis for serious mental illness

The assumptions and methods of previous studies of the social selection-drift hypothesis for serious mental illness are examined by using comtemporary log-linear methods for social mobility analysis. The null hypothesis of no difference in intergenerational social mobility between seriously mentally ill and general population control groups cannot be rejected in previous studies by Birtchnell (1971), Goldberg and Morrison (1963), Langner and Michael (1963), and Turner and Wagenfeld (1967). The findings of this study suggest that previous empirical support for intergenerational social mobility differences is an artifact of not controlling for group differences in origins and destinations when collapsed origin-by-destination tables are analyzed. This study suggests that intergenerational social mobility differences between seriously mentally ill and general population groups in previous studies provide very little, if any, empirical support for social selection-drift processes in serious mental illness.     

Technology in Social Work Education: A Systematic Review

Given the growing prevalence of technology-based instruction, social work faculty need a clear understanding of the strengths and limitations of these methods. We systematically examined the evidence for technology-based instruction in social work education. Using comprehensive and rigorous methods, 38 articles were included in the review. Of these, 23 employed Web-based strategies, 12 employed interactive television-based strategies, and three combined both methods. Among the studies, there was a wide range of samples, content areas, measures, and data analyses. Results found that 84.2% of the studies reported that technology-based pedagogical methods produced academic outcomes equivalent or superior to traditional methods. Despite limitations, this body of evidence supports the continued use of technology in social work education as an alternative to classroom education. Future directions include the need for higher quality research and further investigations of specific issues relating to content, student subpopulations, and measures.     

Vitalizing United States History

The author shares the challenges faced in her social studies methods class due to the constraints of NCLB. By incorporating the jackdaw kit project within her social studies methods course, her candidates were able to connect what they were talking about in methods and apply it to their students teaching situations where there was little time for social studies instruction. The article details first-hand experiences and describes the contents of the jackdaw kits.     

Three Likelihood-Based Methods For Mean and Covariance Structure Analysis With Nonnormal Missing Data

Survey and longitudinal studies in the social and behavioral sciences generally contain missing data. Mean and covariance structure models play an important role in analyzing such data. Two promising methods for dealing with missing data are a direct maximum-likelihood and a two-stage approach based on the unstructured mean and covariance estimates obtained by the EM-algorithm. Typical assumptions under these two methods are ignorable nonresponse and normality of data. However, data sets in social and behavioral sciences are seldom normal, and experience with these procedures indicates that normal theory based methods for nonnormal data very often lead to incorrect model evaluations. By dropping the normal distribution assumption, we develop more accurate procedures for model inference. Based on the theory of generalized estimating equations, a way to obtain consistent standard errors of the two-stage estimates is given. The asymptotic efficiencies of different estimators are compared under various assumptions. We also propose a minimum chi-square approach and show that the estimator obtained by this approach is asymptotically at least as efficient as the two likelihood-based estimators for either normal or nonnormal data. The major contribution of this paper is that for each estimator, we give a test statistic whose asymptotic distribution is chi-square as long as the underlying sampling distribution enjoys finite fourth-order moments. We also give a characterization for each of the two likelihood ratio test statistics when the underlying distribution is nonnormal. Modifications to the likelihood ratio statistics are also given. Our working assumption is that the missing data mechanism is missing completely at random. Examples and Monte Carlo studies indicate that, for commonly encountered nonnormal distributions, the procedures developed in this paper are quite reliable even for samples with missing data that are missing at random.     

Applying the social model in practice: some lessons from countryside recreation

This paper draws on the researcher's experiences as a countryside access advisor in exploring some of the ways that social model ideas can influence the development of organizational policy and practice in mainstream settings. It argues that, in seeking to influence the development of more inclusive policies and practices, disability studies needs to look for new ways of engaging with diverse audiences of practitioners who are used to operating within an individual model of disability, and who may therefore see no immediate organizational advantages to adopting social model principles in their work. This evolutionary process demands in particular that we work constantly towards finding new, more accessible, ways of explaining social model ideas to mainstream audiences. Thus, in a social climate that continues to tolerate disabled people's oppression, disability studies has a key role to play in demonstrating to theorists, policy-makers and practitioners why and how social model ideas can support the move towards inclusion.     

Social Work Practice in Higher Education

This article examines two cases of social work practice in higher education within the context of identifying a model of social practice for use in postsecondary educational settings. The case studies provide insight into a model of social work practice that reflects both the traditional clinical model, which focuses on individual change, and the school-community-pupil relations model, which focuses on system change. The author also discusses implications for social work educators who see college/university counseling centers as an arena for social work practice.     

Extending Economic Democracy

Although vocabulary development is an important part of the social studies curriculum, vocabulary activities are often inadequate, leaving students with cursory knowledge of terms. Worse still is the fact that many of the most critical words demarcating the field are not included in those activities. Therefore, a transformation from viewing vocabulary instruction as a single activity that takes time away from social studies instruction to recognizing vocabulary development as a powerful learning strategy is needed. This article offers an educational model that threads vocabulary development throughout the social studies curriculum in a non-intrusive manner, enhancing and reinforcing students’ understanding of social studies. This model is based on educational theories that stress the importance of activating prior knowledge, considering the relationships between concepts, comparing and contrasting ideas, and encouraging students to generate their own meaning of terms. Explanations and examples of vocabulary activities that draw on each of these components are provided.     

Review articles

This article is a critical review of two books (O'Hagan, 1996; Vass, 1996) which set out to assist practitioners and educators working with the competence framework in social work. O'Hagan offers a defence of the competence model and a series of case studies showing how competences can be evidenced. It is argued that this defence is inadequate and that the case studies unwittingly reveal a tendency for those using the model to ignore some vital dimensions of practice. Vass offers a comprehensive model of competence in social work. It is argued that this contains much of value to social work educators, but that their alternative structure is likely to confuse readers who are expected to work within national requirements. It is suggested that competence-based education has encouraged an unfortunate parochialism in social work education in the UK.     

Twenty Years of Social Studies Textbook Content Analysis: Still “Decidedly Disappointing”?

In an article published in 1993, Rahima Wade reviewed the quality of social studies textbook content analyses published in three major social studies journals between 1982 and 1992. She concluded that the quality of this research was disappointing. Borrowing and refining Wade's methods, this article presents the findings of a review of all 29 textbook content analyses published in the same journals between 1994 and 2016 to see whether textbook content analysis research has improved during the past two decades. The results indicate that the quality of this research has improved little: many studies were unclear in their sampling strategies, validity and reliability of coding variables, and data collection and analysis procedures. The methodological limitations rendered their substantive findings questionable. This article concludes with recommendations for textbook researchers to explicate their data collection and analysis processes and make their results more useful to social studies teaching and learning. It also has implications for social studies teachers on how to use textbooks critically to provide students a more meaningful and powerful learning experience.     

Accounting for Social Value in Nonprofits and For‐Profits

The authors argue that social value can serve as a bridge between the nonprofit and for‐profit sectors. They further propose that social value is not simply an abstract concept but can be measured by applying social accounting methods. The authors argue that nonprofits are founded on a social mission but that traditional accounting approaches do not properly assess their social products. They illustrate the centrality of social value, both to nonprofits and for‐profits, in two ways: (1) a discussion of for‐profit firms that behave much like nonprofits and (2) an application of the social accounting model. The authors discuss two types of firms: (1) for‐profits whose shares are held in a trust and therefore operate much like corporations without shareholdersor like nonprofits and (2) for‐profits whose owners do not exercise the rights associated with their property. They then apply a social accounting model to nonprofit employment training programs to illustrate how the inclusion of social variables changes the assessment of an organization's value. They conclude with a discussion of a social accountability framework that embraces both nonprofits and for‐profits.     

The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education

This paper draws on the notion of threshold concepts to consider the way in which disability studies has the capacity to transform social work students' understandings of disability and therefore influence their practice. Most students enter social work programmes with the professed aim of ‘helping’ and so to be confronted by an approach (the social model of disability) and a body of research and theorising (disability studies) that challenges their taken-for-granted assumption that social work practice is ‘helpful’ is unsettling and can lead to resistance. The purpose of this article is to interrogate practice on a social work programme where a commitment to social model practice is explicated and embedded with the purpose of identifying what it is we want students to ‘get’, whether they find this troubling and how they can be effectively supported as they move through liminal spaces in social work education.     

INDEX TO VOLUME 45

The authors describe an instructional model designed to promote interdisciplinary collaboration among students pursuing master's degrees in social work and journalism. This unique model involved active collaboration among social work and journalism graduate students and faculty to create a single-issue magazine focused on a diverse range of social welfare issues. After describing the development and format of the model as well as requisite resources, the authors discuss emergent learning opportunities for both groups of students, including identification of role tensions between the 2 professions, deepened understanding of the social work profession and its associated roles, and methods for collaboration to advance the social justice purposes of both professions.     

Halbwachs and Durkheim: a test of two theories of suicide

The social integration hypothesis forms the basis of this study. It was first asserted by Durkheim in late nineteenth-century France and many of his assumptions are based on a social disorganizational model. This model tended to equate social change with the breakdown of social control and many of Durkheim's notions about anomie are derived from this view of industrial society. Halbwachs, on the other hand, proposed a social psychological theory of suicide. His model specifies more clearly the conditions under which lack of social integration may induce suicide. This study shows that among a population in transition, the Alaska Natives, the suicide rate was explained by the Halbwachsian model at least as well as the Durkheimian one and sometimes better. The Durkheimian model is shown to reflect a Cartesian dualism, which accounts only for that which is observable, thus making for biased studies of suicide. Moreover, psychopathological research confirms the Halbwachsian model. These findings restore the social isolation theory, once long neglected, to its rightful place among theories of suicide and opens up an important field for researchers seeking to understand high rates of suicide.     

Applying Protest Event Analysis to Architecture and Design

This article reports on interdisciplinary research where insights into ‘design activism’ (particularly architecture, product and landscape design) were sought through the use of methods from social movement studies. In recent years, there has been an increasing interest in the notion of architecture and design as activism, sometimes also called social design, public interest design or design for social innovation. An increasing interest in activism on the part of designers is matched by an increasing interest from geographers and sociologists in the spatial and material aspects of social movements, political resistance and other power relations. Yet, the area where social movements and various repertoires of social and political action intersect with design has not been well explored by any of these disciplines. While the design literature tends to view design activism narrowly and often apolitically, social movement literature, in its discussions of materiality and spatiality, typically skirts the contributions of ‘design’. Exploring this disciplinary gap, this article reports on the empirical research that applies to design the method of protest event analysis from social movement studies. The research uncovers a ‘designerly’ repertoire of action—a set of tactics that designers use in acts of resistance—and allows for an initial bridging of the gap between design and social scientific approaches.     

Sonet-1: Social network analysis and modeling system

SONET-I is a preliminary but completely operational version of a package of computer programs for the analysis of social structure. The programs were written to implement a strategy for the analysis of social networks which the authors have developed over the past several years. The conceptual basis for the research method has its origins in graph theory on the one hand and in anthropological studies of social organization — especially kinship studies — on the other. The method can, in fact, be seen as a graph theoretic formalization and generalization of kinship-based methods of social analysis often associated with British social anthropology.