This study sought to identify content on the federal budget, national debt, and budget deficit in the 12 most commonly used high school and college-level economics textbooks. Our systematic review of these sources leads to two key findings: (1) Textbooks are similar in how they represent fiscal policy yet treat the federal budget, deficit, and…

This collective case study examined how three educators (a high school social studies teacher, a university social studies teacher educator, and minister teaching an adult population) used a multimedia based curriculum guide, "Teaching the Levees", to teach about climate change to examine public priorities in relation to the environment.…

Through an examination of one undergraduate American history course at a large university in the southeastern United States via interview, observation and content analysis, we attempted to discern if the pedagogical methodology was relating to the students in such a way as to foster students' ability to construct meaning beyond simply…

Examines the ideas about citizenship held by a group of 14 African American, middle school students who live in an inner city. Finds that the students exhibited high degrees of political cynicism and low levels of political participation, with most believing they could positively contribute to their communities. Discusses the implications for…

Explores prospective social studies teachers' use of online reflective journals. Discusses the content of the journals in terms of four categories: social science, technical, pedagogical, and procedural. Includes typical and unique journal entries. Considers the classroom implications of technology as a reflective tool. (CMK)

Examines why secondary pre-service students choose to major in social studies education, using a survey of pre-service teachers from Ball State University (Indiana), Kansas State University, and the University of Northern Iowa. Indicates that advanced pre-service teachers are interested in the content and attracted by the importance of the…

Assesses teacher education programs to determine possible improvements. Findings indicate that recommendations of teacher education graduates are the best sources of information for program alteration. For journal availability, see SO 505 397. (Author/DB)

Comparison of pre-service social studies teachers in field and non-field based methods courses indicated no significant differences with regard to teaching skills, attitudes, or behaviors teachers should exhibit in the classroom. (Author/DB)

A study examined the general attitudes toward geography held by junior high, high school, and undergraduate student teachers. The variables included education level, gender, and students' individual conceptualizations of geography as possible influences on attitude. For journal availability, see SO 505 690. (Author/JR)

This study sought to determine whether teachers' evaluations of student essays are influenced by sex role expectations. Contrary to similar research on non-teachers, the pre-service and in-service teachers in this study evaluated elementary students' essays consistently, regardless of sex of the author. (Author/JDH)

This study sought to determine whether social studies teachers could attain sufficient programming expertise to create instructively sound software in an introductory course on AppleSoft BASIC. Analysis of pre- and posttest scores and the programs they authored suggests that such instruction can be efficacious. (Author/JDH)

Reviews William Cutler's plea for using oral history "to capture the education experiences of Americans." Explores the interactive possibilities of oral history with educational history, presenting contrasting views and methodological problems. Examines how experience, memory and events affect observation, interpretation and reporting of…

Reports a study examining concept acquisition through various combinations of teaching methods using definitions with best examples; definitions with critical attributes; and practice. Concludes that students who were taught with methods using definitions with critical attributes and practice have better concept acquisition. (KO)

Tests of statistical significance are insufficient for generating sufficient grounds to infer the presence or absence of a phenomenon. To avoid misuse of observed statistical significance levels as measures of scientific and practical importance, effect size can be used to interpret the meaning of effects. (Author/RM)

One part of the Merrill and Tennyson model for concept teaching consists of expository presentations of the concept arranged from easy to difficult. This study showed that the presentation order, i.e., the order of difficulty, does not significantly affect student achievement. (Author/RM)