Teaching content in practice: Investigating rehearsals of social studies discussions

Kavanagh, Sarah Schneider; Monte‐Sano, Chauncey; Reisman, Abby; Fogo, Brad; McGrew, Sarah; Cipparone, Peter

doi:10.1016/j.tate.2019.06.017

Cited by 24 publications

(9 citation statements)

References 35 publications

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“…Students who made a drawing reported higher situational interest than students who wrote a text. Studies such as those of Kavanagh et al ( 2019 ) have shown the benefits of introducing discussion and debates in the classroom, both for the procedures of history and for the understanding of specific content. These international studies are showing the need to change the methodology in the classroom.…”

Section: Discussionmentioning

confidence: 99%

Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

et al. 2021

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This paper presents the results of research on the initial teacher training in Spain. The aim is to verify whether the development of a training program for teachers based on methodological and epistemological aspects has a positive repercussion on the learning of secondary school pupils. We evaluated to what degree this training was reflected in secondary education pupils (n = 467, Mage = 14.74, SD = 1.97) taught by the participating trainee teachers during their period of teaching practice. A pretest and a postest were employed to obtain data on the methodology and the motivation and perceived learning on the part of the pupils. A confirmatory factor analysis was carried out to verify the validity and internal consistency of the tools and, later, the longitudinal invariance in each of the dimensions analyzed. The results confirm the internal consistency and validity of the tools employed and the improvement in the pupils' evaluation regarding methodology, motivation, and learning.

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Section: Discussionmentioning

confidence: 99%

Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

et al. 2021

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“…Also, cultural excursions with artists and writers were organized. That is, based on the literature (Kavanagh et al, 2019), it should be noted that lecturers have to independently choose such methods, forms and tools that they believe will help students develop their aesthetic culture, spirituality, aesthetic taste, creativity, etc. In this area, various educational activities of aesthetic orientation were of great importance, conducted by lecturers, supervisors, mentors at the student dormitory, namely: Student's Day, Culture of Communication in the Dormitory, Respect your Roommates, Exterior Appearance and Culture of Behavior, a contest for the best dormitory room.…”

Section: Discussionmentioning

confidence: 99%

Aesthetic Education as a Topical Direction of Preparation of a Modern Specialist

Сбітнєва

Sbitnieva

Ovcharenko³

et al. 2020

IJLTER

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This article explores the problem of aesthetic education and focuses on issues related to its implementation in the educational process of a modern educational institution. The content and features of modern aesthetic education in the system of professional training of future specialists are covered. The study was conducted during the 2018/2019 academic year. The experimental group consisted of 105 students aged between 17-19 years, while the control group consisted of 155 students of the same ages. As part of this summative assessment, a survey was conducted with the help of a questionnaire, which involved a total of 260 students from both universities, who answered the questions specifying the main shortcomings of modern educational activities. It is known that one of the conditions that interferes with aesthetic development of future specialists is the lack of free time, due to the fact that most students work in their free time after classes and the lack of motivation to participate in classroom discussions. In the process of conducting summative assessment with the help of psychological methods, the main attention was focused on communicative and organizational abilities, empathy, creativity and reflection. It is noted that among the priorities of educational activities at the faculty, it is important to create appropriate aesthetic conditions for the active development of students. Based on the survey, it was found that the main methods in aesthetic education are training, creative meetings with experts, artists and writers; practicals (method of assignments, setting of ©2020 The authors and IJLTER.ORG. All rights reserved.practical tasks -involvement in creative activity); preparation of excursions to museums, theatres, cinemas and the creation of thematic exhibitions. It is determined that studying at the university is not only preparation for future professional activities, but also the formation of character, inculcation of aesthetic and moral values, sustenance of culture and the development of creative thinking. The use of relevant international experience in the processes of creative preparation of young people plays an important role in ensuring the effectiveness of training and aesthetic education of students.

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“…These approximations range in authenticity, from low stakes opportunities in the classroom to formal assignments in their teaching placements. In their study of TC approximations of social studies discussions in methods courses, Kavanagh et al (2019) highlighted the potential of rehearsals to combine content learning with opportunities for TCs to try out instructional practices. This was a main goal of our morning meeting assignment.…”

Section: Guiding Theory To Support Practicementioning

confidence: 99%

Teaching and learning with morning meeting in elementary social studies methods courses

Cornett

Quinn

2021

SSRP

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PurposeUsing morning meeting, an evidence-based practice that is part of the responsive classroom (RC) approach, the authors (two teacher educators [TEs]) created opportunities for teacher candidates (TCs) to experience representations, decompositions and approximations of practice in multiple iterations of an elementary social studies methods course.Design/methodology/approachThe authors detail how TEs can expose TCs to social studies content (e.g. the National Council for the Social Studies themes) that can be incorporated into structured, daily classroom routines, such as morning meeting.FindingsThe authors include TE-created morning meeting facilitation guides with components such as a morning message, greeting, share, group activity and theme justification. Furthermore, the authors outline TCs' reflections on planning and implementing a morning meeting with a partner in addition to their own reflections on the TCs' feedback.Originality/valueThis work has implications related to TEs and TCs in elementary social studies methods courses as well as current and future students in elementary classrooms.

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Teaching content in practice: Investigating rehearsals of social studies discussions

Cited by 24 publications

References 35 publications

Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

Aesthetic Education as a Topical Direction of Preparation of a Modern Specialist

Teaching and learning with morning meeting in elementary social studies methods courses

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