Teachers from Five Nations Share Perspectives on Culture and Citizenship

Sunal, Cynthia Szymanski; Christensen, Lois McFadyen; Shwery, Craig S.; Lovorn, Michael; Sunal, Dennis W.

doi:10.1080/01626620.2010.10463549

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…The overall consensus from this study is that big ideas related to culture and citizenship in the twenty-fi rst century are evolving and are in fl uenced by factors such as global communication, economics, politics, education, and societal equality. Sunal et al ( 2010 ) concluded that it is important for teachers to consider and challenge their own perspectives related to culture and citizenship in comparison to others because it impacts how they teach, the materials they use, and how they interact with students who may or may not share the same culture. It is also equally important for teachers to provide their students with open forums, both online and face-to-face, which allow them to question stereotypes, identify similarities and differences, and consider alternative ideas and beliefs so ideas related to democracy and civic participation can continue to develop and evolve.…”

Section: In Fl Uence Of the Internet On Voting In Presidential Electionsmentioning

confidence: 97%

“…Many scholars argue that technological advances and increased access to technology resources are helping citizens in the twenty-fi rst century explore and conceptualize what it means to be a citizen, engage in thoughtful deliberations, consider multiple perspectives related to civic ideals and practices, and actively participate as global citizens (Bers, 2008 ;Montgomery, 2008 ;Sunal, Christensen, Shwery, Lovorn, & Sunal, 2010 ) . While a digital divide still exists for some groups, general access to technology has increased and become more ef fi cient around the world in the last 10 years (Montgomery, 2008 ) .…”

Section: Educational Technology In Civic Education and Historical Thimentioning

confidence: 99%

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Educational Technology in Social Studies Education

Green

Ponder

Donovan

2013

Handbook of Research on Educational Communications and Technology

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The National Council for the Social Studies, the largest professional organization for social studies educators, indicates that the primary purpose of the social studies is to help youth become responsible citizens who are capable of making informed and reasoned decisions for the good of society. For this purpose to be met, students need to understand a vast domain of knowledge and have the skills to think critically, problem-solve, collaborate, and act conscientiously in addressing complex issues. This means that teachers need to learn how to use innovative approaches to engage students as thinkers and problem solvers so students may be successful global citizens and leaders of the twenty-fi rst century. Designing an environment where students have the opportunity to learn and practice these skills while exploring social studies content can be challenging, but not impossible. A key component is the essential role educational technology and twenty-fi rst century skills have in facilitating teaching and learning in the social studies. This chapter provides an overview of the research on how educational technology has been used to engage and inspire all learners to be creative and critical thinkers, not only for the good of their individual futures, but for the future of our global society. In providing the overview, the focus is on two major areas within social studies education-historical inquiry and civic education.

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Section: In Fl Uence Of the Internet On Voting In Presidential Electionsmentioning

confidence: 97%

Section: Educational Technology In Civic Education and Historical Thimentioning

confidence: 99%

Educational Technology in Social Studies Education

Green

Ponder

Donovan

2013

Handbook of Research on Educational Communications and Technology

View full text Add to dashboard Cite

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“…The gravity of deviance lies in the fact that it is conducted under the pretence of doing actual work when in the real sense that is not the case. Individuals who work in occupational environments in which safety policies and practices are absent have imprinted on their minds a negative image of safety climate at work (Sunal et al, 2010). Poor evaluations of the work environment translate into negative emotions, which are strongly correlated with CWB (Miles et al, 2002).…”

Section: Ijwhm 135mentioning

confidence: 99%

Safety climate and employees' voluntary work behaviours: the moderating role of employees' voice

Amponsah‐Tawiah

Boateng

Tetteh

2020

IJWHM

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PurposeThis study examined the relationship between safety climate and employees' voluntary work behaviours (i.e. organisational citizenship behaviour and counterproductive work behaviour). It also examined the moderating role of employees' voice on the relationship between safety climate and employees' voluntary work behaviours.Design/methodology/approachUsing the quantitative survey research design, data were collected from 220 respondents from three manufacturing companies in Accra, Ghana. Pearson's correlation test (r) and hierarchical multiple regression were used for data analysis.FindingsResults showed that safety climate plays a significant role in predicting employees' voluntary work behaviours. Also, employees' voice was found to moderate the relationship between safety climate and organisational citizenship behaviour but does not moderate the relationship between safety climate and counterproductive work behaviour.Research limitations/implicationsData was collected from manufacturing firms in the Greater Accra Region of Ghana; hence, the findings may be limited to just the manufacturing industry in the Ghanaian setting.Originality/valueThis paper positions safety climate as a catalyst for positive voluntary work behaviours in the workplace and an antidote to negative workplace behaviours. It also highlights the role of employees' voice in enhancing positive voluntary workplace behaviours of employees.

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“…In the case of transformative teaching, Sunal et al (2010) highlight its importance when saying that "Transformative teaching is needed to assist students in developing their identities as citizens in a world in which the concepts of culture and citizenship are shifting" (p. 42). Moreover, building personalized learning experiences or paths becomes a central issue to be considered when teaching, as stated by Malmberg & Maull (2013): "finding locally relevant and personally significant science topics helped keep the students motivated to explore their research questions" (p. 263).…”

Section: A New World Deserves New Teachingmentioning

confidence: 99%