Strengthen students' understanding of key AQA GCSE topics and develop the vital skills required to attain the best results possible in the exams, with this expert-written Student Workbook. Written by experienced examiner Mike Mitchell, this write-in Student Workbook: - Actively develops knowledge and the ability to recall information with consolidation questions and short topic summaries - Reinforces understanding and boosts confidence with exam-style practice questions and clear spotlight of the Assessment Objectives - Encourages independent learning as students can use the Workbook at home or in class, throughout the course or for last-minute revision, with answers to tasks and activities supplied online

Provides an introduction to the history, function, ships, and future of the United States Navy.

Develop your students' skills and understanding of PSHE and encourage an active learning approach, all whilst providing essential coverage of the 2020 statutory guidelines. The flexible design of this KS3 student book is compatible with whichever way your school delivers PSHE. User-friendly for both experienced PSHE Leads and for non-specialist teachers, it is packed full lesson outcomes and starter sections, as well as lot of activities students can get involved in. - Provide the right level of knowledge and understanding of PSHE education students need with this KS3 Student Book that has topic suitability for this age range - Learning outcomes at the start of every lesson, along with a short activity to introduce students to the topic and get them thinking provides an easy way in to every lesson - Source-based activities support an activity-based learning scheme that is accessible to students of all abilities

A volume in Research Methods in Educational TechnologySeries Editor Walter F. Heinecke, University of VirginiaDespite technology's presence in virtually every public school, its documented familiarity and use byyouth outside of school, and the wealth of resources it provides for teaching social studies, there has beenrelatively little empirical research on its effectiveness for the teaching and learning of social studies. In aneffort to begin to fill this gap in research literature, this book focuses on research on technology in socialstudies education. The objectives of this volume are threefold: to describe research frameworks, provideexamples of empirical research, and chart a course for future research endeavors. Accordingly, the volumeis divided into three overarching sections: research constructs and contexts, research reports, and researchreviews.The need for research is particularly acute within the field of social studies and technology. As the primarypurpose of social studies is to prepare the young people of today to be the citizens of tomorrow, it isnecessary to examine how technology tools impact, improve, and otherwise affect teaching and learning insocial studies. Given these circumstances, we have prepared this collection of research conceptualizations, reports, and reviews to achieve three goals.1. Put forward reports on how research is being conducted in the field2. Present findings from well-designed research studies that provide evidence of how specific applications of technology are affectingteaching and learning in social studies.3. Showcase reviews of research in social studiesIt is with this framework that we edited this volume, Research on Technology and Social Studies Education, as an effort to address emerging concernsrelated to theorizing about the field and reporting research in social studies and technology. The book is divided into four sections. The first section ofthe book includes three descriptions of research constructs and contexts in social studies and technology. The second section is focused on researchreports from studies of student learning in social studies with technology. The third section containsresearch reports on teachers' pedagogical considerations for using technology in social studies. In thefourth and final section, we present work that broadly reviews and critiques research in focused areas ofsocial studies and technology. This volume contains twelve chapters, each of which focuses on socialstudies content and pedagogy and how the field is affected and enhanced with technology. The volumeincludes research and theoretical works on various topics, including digital history, digital video, geography, technology use in the K-12 social studies classroom, and artificial intelligence.

A volume in Literacy, Language, and Learning Series Editors Claudia Finkbeiner, University of Kassel; Althier M. Lazar, Saint Joseph's University and Wen Ma, Le Moyne College Literacy researchers and educators are currently involved in exciting international literacy projects. However, many in the field are not aware of these initiatives. In compiling this edited volume, our intent is to provide a resource book for university instructors and research faculty with examples of international literacy projects and what was learned from the projects. Chapter contributors offer stories of real people who collaborate across nations to exchange ideas, promote literacy development, and increase global understandings. The literacy initiatives presented in this book show how literacy colleagues have provided opportunities for students and educators of different countries to communicate in meaningful ways. Through international literacy projects and research, participants work to forge relationships based on mutual respect, despite their differing cultures and languages. They see their work as based on the mutual connectedness to the human community

The terrorist attacks in the USA and UK on 9/11 and 7/7, and subsequent media coverage, have resulted in a heightened awareness of extremists and terrorists. Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions. Education, Extremism and Terrorism is essential reading for undergraduate and postgraduate education students looking to engage with the philosophical, sociological and political issues that are central to this debate.

For citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation. Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades. In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators' attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.

The American dream of a single family home on its own lot is still strong, but a different dream of living and prospering in a major city is beginning to take hold. After decades of abandonment by the middle class, a detectable number of people are moving into urban downtown areas. The Intown Living phenomenon is generally powered by people under the age of 40 who are seeking more stimulation than offered in the typical subdivision lifestyle. This book encourages cities and the private development community to team up and expand central city housing opportunities and illustrates the upside of Intown Living to those considering moving to a city. This unique work provides current data on who is buying intown, at what prices, and in what size apartments and condominiums. This piece serves as a firsthand account of what is happening in today's cities and why. It gives details about the financial and programmatic incentives needed to make Intown Living happen, and why they are necessary. Includes 10 detailed maps and an in-depth look at the cities of Atlanta, Dallas, Houston, Memphis, Minneapolis, New Orleans, Portland, Oregon, and Vancouver, B.C.

180 Days of Social Studies is a fun and effective daily practice workbook designed to help students build social studies content knowledge. This easy-to-use kindergarten workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Each week students explore a new topic focusing on one of the four social studies disciplines: history, civics, geography, and economics. Watch student s confidence soar as they build analytic skills with these quick learning activities.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps. Supports the C3 Framework and aligns to the NCSS curriculum standards.

This is a complete guide to citizenship education which challenges teachers to enable pupils to make a difference to themselves and to society. Citizenship education was introduced into the curriculum as the subject to bring about a change in the political culture of a nation. However, without taking a radical approach to the teaching of this subject, its core values are likely to be lost. "Teaching Citizenship Education" introduces the central themes of the citizenship curriculum and evaluates the success of a number of delivery methods currently being used throughout the UK. Ralph Leighton adopts some of the insights and arguments provided by advocates of the radical and democratic approach to education to demonstrate that citizenship education can become a liberating and empowering force for change. He encourages readers to think about the nature of the subject and the experiences they are providing for their students, and provides a framework for how to go about creating something which really is more than just a subject. A companion website supports the text to ensure that the material remains up-to-date with current thinking and teaching strategies. It is a 'must-have' for all those looking to teach citizenship education with confidence and imagination.

This work looks at critical issues in social studies teacher education. It covers such topics as: what social studies teachers need to know; social studies teacher education in an era of globalization; social studies teacher education for urban classrooms; and more.

Teens interested in preparing for a career in the arts will find this introductory resource invaluable as it is the first book to guide them long before they apply to college or seek a position in their field. Whether they would like to become actors or filmmakers, artists, architects, dancers, musicians or singers, photographers, or writers, this book will show them how to do so. For each of the arts, an overview of the career, training, and a discussion of related careers is provided, along with lists of books, web sites, and organizations for further information. Sections directed to parents and teachers of the teens, with advice on how to support and encourage teens in their careers, are also included. Teens wanting to gain an edge in their craft by practicing and preparing early will find a wealth of information: advice from experts in each field provide an inside look on what skills are necessary for the twenty-first century. Suggestions for building discipline are provided, such as keeping a writing or sketching journal, and finding the proper trainers in music, dance, and acting. Contests and other opportunities that teens can submit work to or apply for auditions are provided, along with an extensive list of books, trade journals, Web sites, and professional and non-professional organizations. Using the resources in this book will ensure teens are experienced and well-prepared in their art form when they apply to college or other professional training and seek positions in their field.

How do nations make successful transitions to democracies? Our understanding of how democracy functions--and under what circumstances it can be consolidated and strengthened--remains highly uneven. Recent events underscore the critical importance of expanding our understanding of democratic institutions and operations. Here McMahon and his distinguished contributors demonstrate how the dynamic process of democratization is shaped by the specific contexts in which it occurs; how the internal community plays a key role in the development of democracy; and how the ability to understand democratization requires both internal and external perspectives.

The contributors seek to improve the definitions of what constitutes a democracy and to determine how the effectiveness of democratic institutions might best be judged in order to better serve the analysis of and policy approaches to building democratic institutions. With fewer overtly authoritarian states in the post-Cold War world, a wealth of raw information and experience has begun to accumulate. Our understanding of democratic institutional performance requires us to look closely at the performance of the institutions themselves. The book contains chapters on public opinion, civil society, domestic institutions of governance, elections, globalization, international standards of democratic development, international assistance and academic research. A concluding chapter summarizes what democratization processes can teach us about democracy in a broader context.

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By 2020, half of the world's population and most university students will have a supercomputer in their pockets. This revolution will affect the way students respond to higher education. The university classroom must henceforth engage students, and the classic lecture format alone might not be enough to do so. This book answers the question how university students can learn in the classroom what they cannot learn in any other way. The answer is inspired by options that are not available to political scientists - in the way that they are in the laboratories for the sciences, in the performances for the live arts, and in the studios for visual arts - as well as ideas that are already present, but not widespread in the discipline: problem-solving and case studies, as in the professional schools, and simulation exercises in many other disciplines. This book proposes therefore an active pedagogy for political science, at a time when active pedagogy is more important than ever. Prof. Laure Paquette, PhD, has been a visiting researcher or professor in 23 countries. She has advised several foreign governments as well as her own, Canada, and has published extensively in four languages. This is her sixteenth book.

A volume in International Social Studies Forum: The Series Series Editors Richard Diem, University of Texas at San Antonio and Jeff Passe, University of North Carolina, Charlotte The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.

This book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators' capacity to serve a range of diverse learners.We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.