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.

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.

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.

iLowerSecondary Global Citizenship Workbooks provide structured, yet flexible, support for schools teaching Global Citizenship in the Lower Secondary Years. Written specifically to work alongside iLowerSecondary, the Workbooks additionally provide an effective standalone resource for any school or student wanting to explore this fascinating subject. Key features: * An introduction to the week's teaching which explains what students will be learning, plus objectives and key vocabulary * An activity for every day of the week, designed for students to practise and reinforce their skills and knowledge * Written and developed by subject experts * Aligned to the iLowerSecondary Global Citizenship curriculum and progression, the Workbooks provide explicit progression towards Pearson Edexcel International GCSE Global Citizenship

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.

Die Lewensvaardighede Leerderboek is ontwikkel volgens die vereistes van die Kurrikulum- en assesseringsbeleidsverklaring (KABV) vir Graad 3. Dit gee geleentheid vir die bekendstelling en inskerping van leerinhoud, met minstens twee bladsye aktiwiteite per week. Die boek bevat 16 temas vir 40 onderrigweke soos "Die ruimte", "Oor my" en "Rampe".

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.

Die NUWE ALLES-IN-EEN ​Graad R Werkboek vir Lewensvaardighede pas aan by die suksesvolle NUWE ALLES-IN-EEN-reeks - die voorgeskrewe werkvelle op die CD in die NUWE ALLES-IN-EEN ​Graad R Lewensvaardighede Onderwysersgids is nou in boekvorm om dit vir onderwysers makliker te maak om aan elke leerder uit te deel met nuwe verrykingsaktiwiteite wat by die tema pas vir addisionele assessering van leerder/kind se kennis en vordering.

Hierdie opvoedkundige werkboek is ontwerp om leerders se vaardighede te slyp. Die aktiwiteite in die werkboek is toegespits op multisensoriese ontwikkeling van ruimtelike- en koördinasievaardighede. Die voorgeskrewe werkvelle wat leerders tot aanvulling van die NUWE ALLES-IN-EEN ​Graad R Leerderboek ​doen, is 'n waardevolle assesseringsinstrument en die onderwyser/ouer kan sien watter leerders nie die begrippe verstaan nie en sodoende die verrykingsoefeninge doen op die linkerbladsy.

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.

During the Reconstruction, African Americans from Alabama, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, and Virginia--former slave-owning states--were elected to Congress in remarkable numbers. They included lawyers, teachers, businessmen, editors, and ministers. African Americans gained the right to vote through the Reconstruction Acts and the Civil War Amendments, and elected 2 blacks to the Senate and 19 to the House of Representatives. This book provides brief biographical sketches of these extraordinary politicians and excerpts from documents illuminating their activities in Congress.

These politicians took an active role and spoke out on issues from civil rights legislation and policies on Native Americans to the Chinese Exclusion Bill and foreign policy. They demanded a federal law making lynching a capital crime, denounced massacres in the South, and decried the activities of the Ku Klux Klan. They played important roles until the South successfully drove blacks away from the polls and from Congress.

As the 2000 presidential election suggests, the particular type of voting system employed in a given venue can impact the outcome of elections, not only within an individual state, but, as Fyfe and Miller explore, across the states as well. Yet the scholarly community has paid little attention to the nature and impact of voting systems on electoral outcomes to date. Using Elazar's model of political culture in the American states as a logistical framework on which to build analysis of these voting systems, they indicate that culture is a fundamental variable to consider when attempting to ascertain variances between and among the states. This study will be of particular interest to scholars, students, and other researchers involved with American elections and contemporary politics and voting policy.

The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and high-stakes tests on the one hand, and low-level, rote instruction on the other. He reminds us, as Thornton (1991) and Wiggins (1987) previously have argued, that ""teachers play a crucial role in mediating educational policy, and their intentions and interpretations have at least as much influence on classroom practice as does the content of standards and highstakes tests."" Barton also asserts that ""this makes it all the more crucial to identify the wisdom of practice that enables teachers...to engage students in powerful educational experiences.

Oxford Suksesvolle Lewensorientering is 'n KABV-gerigte kursus wat deur onderwysers regoor Suid-Afrika gebruik word.

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Onderwysers vertrou die ryk inhoud en omvattende riglyne vir Lewensorientering. Wanneer onderwysers en leerders eers Oxford Suksesvolle Lewensorientering gebruik het, bly dit hulle keuse vir sukses in die klaskamer.

• Die ryk inhoud, gekombineer met 'n verskeidenheid aktiwiteite, spreek al die kognitiewe vlakke aan en maak voorsiening vir klasse van gemengde vaardighede
• Taalhulp vir leerders sluit in 'n fokus op woorde wat in toetse en eksamens gebruik word, asook moeilike woorde
• Uitstekende beplanning maak voorsiening vir verskillende onderrig- en leerstyle, en vir kreatiewe lesse
• Riglyne vir Liggaamlike Opvoeding in elke eenheid maak dit vir onderwysers moontlik om LO-aktiwiteite te implementeer, selfs al is hulle nie spesialiste nie

Establish a solid foundation in Primary Social studies with a new resource, completely up-to-date and designed hand-in-hand with the new curriculum. - Have confidence in a trusted resource offering conceptual content which is relevant to all communities. - Support pupils and develop social studies skills with a guided approach and varied activities. - Reinforce learning and ensure full syllabus coverage and assessment preparation. - Engage pupils with relevant information which relates to their experiences, and colourful, lively illustrations to develop interpretation skills, and reinforce understanding. - Encourage children to express their ideas and work together with many fun activities.

Establish a solid foundation in Primary Social studies with a new resource, completely up-to-date and designed hand-in-hand with the new curriculum. - Have confidence in a trusted resource offering conceptual content which is relevant to all communities. - Support pupils and develop social studies skills with a guided approach and varied activities. - Reinforce learning and ensure full syllabus coverage and assessment preparation. - Engage pupils with relevant information which relates to their experiences, and colourful, lively illustrations to develop interpretation skills, and reinforce understanding. - Encourage children to express their ideas and work together with many fun activities.