“All Teaching Should Be Integration”: Social Studies and Literacy Integration in Preservice Teacher Education

Shifflet, Rena; Hunt, Carolyn

doi:10.1080/00377996.2019.1635978

Cited by 7 publications

(9 citation statements)

References 16 publications

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“…The assertions of interviewees T1 and T2 are corroborated by the classroom observation where students were actively involved in the few occasions that teachers varied teaching methods, especially whole-class and small-group discussions in the delivery of their lesson objectives. This is in line with Shifflet and Hunt (2019), who indicated that the discussion method plays a vital role in enhancing appropriate interaction by nurturing the capacity of learners. A teacher adds that: "Students do not like it when they are not allowed to contribute in class because it makes the class boring and many of them will sleep off."…”

Section: Research Question 1: What Are Students' Preferred Methods Fo...supporting

confidence: 85%

“…The cooperative learning strategy is a popular educational technique for small groups of students (Oyibe & Nnamani, 2015). Students are expected to help, discuss, and dispute with one another in cooperative learning (Shifflet & Hunt, 2019;Oyibe & Nnamani, 2015;Lilian et al, 2019). Through cooperative learning, students can study, practice, and live the attitudes and behaviours that reflect the ideals of Social Studies education (Huck, 2019).…”

Section: Understanding Teachers' Ability To Deliver Social Studies Co...mentioning

confidence: 99%

“…Social Studies has the mandate of instilling information, skills and attitudes in learners for them to be concerned, engaged, critical thinkers, problem solvers, and responsible citizens in their various jurisdictions (Binfo, 2020;Odundo et al, 2018;Bordoh et al, 2018). The use of appropriate teaching and learning methodologies and the cultivation of favourable preferences, perceptions, and attitudes towards Social Studies among students will help the discipline achieve its goals (Shifflet & Hunt, 2019). On the other hand, students' unmet and improper preferences, unfavourable attitudes, and incorrect perceptions of the discipline obstruct its goals and objectives (Sivakumar, 2018).…”

Section: Introduction 11 the Backgroundmentioning

confidence: 99%

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Investigating Students' Preferred Instructional Methods for Teaching Social Studies in a Selected Senior High School in Afadzato South District, Ghana

Zengulaaru

Nyamekye

2022

SER

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The purpose of this study was to identify students' preferred instructional methods for teaching Social Studies in a selected Senior High School in Afadzato South District of Ghana. This study employed a concurrent triangulation mixed-method strategy. A multi-stage sampling strategy was used to select 78 form three students. Purposive sampling was used to select 3 Social Studies teachers. Self-developed observation and interview guides were used in collecting the data. Self-developed questionnaires were also used in collecting data from only students. However, both teachers and students participated in the study through the interview and classroom observation in order to ascertain an in depth understanding of students' responses to the questionnaires. Validity and reliability were established by piloting the research instruments in one of the senior high schools in Afadzato South District. Besides, the research instruments were given to other colleague researchers to review before the final data were collected. Also, concepts were explained to students for clarity before responding to the questions. The study's findings revealed that students prefer to learn and be taught Social Studies in a variety of ways. Students also prefer learner-centred strategies to teacher-centred methods. It was concluded that Social Studies objectives will be attained via students' preferred methods of instruction. The study recommended that teachers must alternate their teaching methods to meet students' preferences, to enable them to develop positive responses to Social Studies in order to have a vibrant Social Studies programme, with students actively involved in achieving the objectives of Social Studies.

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Section: Research Question 1: What Are Students' Preferred Methods Fo...supporting

confidence: 85%

Section: Understanding Teachers' Ability To Deliver Social Studies Co...mentioning

confidence: 99%

Section: Introduction 11 the Backgroundmentioning

confidence: 99%

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Investigating Students' Preferred Instructional Methods for Teaching Social Studies in a Selected Senior High School in Afadzato South District, Ghana

Zengulaaru

Nyamekye

2022

SER

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“…In this way, Facebook, Instagram, WhatsApp and Snapchat were the most used in the learning networks. These are influential applications in the feelings display [129] and in the development of intercultural skills and competences [130] that will facilitate the school integration of culturally diverse students [131][132][133], if used appropriately.…”

Section: Discussionmentioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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“…More recently, Heafner (2018) found required ELA/social studies integration does not always occur due to confusion about when to integrate, time allotted for planning, and unclear administrative goals. In their work with pre-service teachers, Shifflet and Hunt (2019) argued for high-quality modeling of integration which unpack the complexities of integration and the need for intentional planning.…”

Section: Curriculum Integrationmentioning

confidence: 99%

Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms

Brugar¹,

Whitlock²

2020

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This study explores how two elementary teachers (first and fifth grades) integrated social studies content and skills throughout their school day. More specifically, we describe and explain their social studies instruction in terms of integration as it reflects fractured, healthy, and stealthy integration (Hinde, 2015). As researchers, we spent time in two classrooms documenting the explicit and implicit social studies instruction and the interactions of teachers and students. We found examples of fractured, healthy, and stealthy integration with most instances occurring throughout the school day but with varying degrees of transparency. This study provides insight to what is taught as elementary social studies and the study contributes to our understanding of how social studies is taught in elementary classrooms with implications for future research and teacher practice.

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“All Teaching Should Be Integration”: Social Studies and Literacy Integration in Preservice Teacher Education

Cited by 7 publications

References 16 publications

Investigating Students' Preferred Instructional Methods for Teaching Social Studies in a Selected Senior High School in Afadzato South District, Ghana

Investigating Students' Preferred Instructional Methods for Teaching Social Studies in a Selected Senior High School in Afadzato South District, Ghana

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms

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