Using the Storypath Approach to Make Local Government Understandable

McGuire, Margit E.; Cole, Bronwyn

doi:10.3200/tsss.99.2.85-90

Cited by 2 publications

(1 citation statement)

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“…Planned, critical incidents grounded in social studies content are strategically introduced into the story to challenge students' perceptions and to engage them in inquiry, problem solving, and social/emotional responses appropriate to the community or setting of the story. As students tackle the incidents through the role of their character, they inadvertently practice social/emotional skills within the safe space of the story (McGuire & Cole, 2010). Thus, social/emotional skills are set in contexts that can transfer to real world settings.…”

Section: Storypathmentioning

confidence: 99%

Integrating Social Studies and Social Skills for Students with Emotional and Behavioral Disabilities: A Mixed Methods Study

Morris

McGuire

Walker³

2017

The Journal of Social Studies Research

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Research indicates that academic growth and student behavior are inextricably linked. Schools that systematically address both academic and social/emotional learning (SEL) have shown increased student achievement when compared to schools that do not address both factors ( Elliott, Huai & Roach, 2007 ; Hawken, Vincent & Schumann, 2008 ). Even with this understanding, outcomes for students with emotional and behavioral disabilities (EBD) continue to be of concern ( Bradley, Doolittle & Bartolotta, 2008 ). This study explores the effectiveness of integrating SEL and social studies learning in the self-contained special education classroom for students with EBD using Storypath, an inquiry-based social studies curriculum. We hypothesized that the systematic integration of SEL opportunities into meaningful, well-planned and engaging academic instruction could provide students with an opportunity to authentically learn and practice key social and academic skills. Quantitative findings via an online survey and qualitative findings via interviews and observations indicate that students with EBD can successfully engage in less structured and more cognitively challenging academic activities and use SEL skills effectively in the context of these lessons.

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Section: Storypathmentioning

confidence: 99%