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Showing 1 to 15 of 159 results Save | Export
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Ellsworth, Tina M.; O'Brien, Joe; Moore, John – Social Education, 2014
How something begins can matter a lot, especially for young adults. "The circumstances under which a person enters a profession is predictive of how that person will view the profession for the rest of his or her life." The goal is for that view to be positive and long lasting for social studies educators. Can more be done to support…
Descriptors: Social Studies, Preservice Teachers, Preservice Teacher Education, College Governing Councils
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Healy, Shawn; Dobson, L. Douglas; Kyser, Janis; Herczog, Michelle M.; Genzer, Debbie – Social Education, 2014
Civic learning for all students seems like a reasonable and important aim for all schools to achieve. If we believe that the future of our American democracy depends on a citizenry that is informed, engaged, and responsible, what better place to create future citizens than in schools? The Campaign for the Civic Mission of Schools…
Descriptors: State Policy, State Action, Civics, Institutional Mission
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Hawke, Catherine, Ed.; Middleton, Tiffany Willey, Ed. – Social Education, 2011
This article presents an interview with Edward Biester, an attorney and a member of the ABA Section of Antitrust Law, who recently led the Section's initiative to develop a curriculum for high school students. In this interview, Biester discusses the history of American antitrust laws, looks at some of the contemporary issues, and highlights the…
Descriptors: High School Students, Competition, Economic Impact, Laws
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Miller, Jack W. – Social Education, 1985
U. S. students are poorly prepared regarding map skills and the general field of geography. Research suggests that significant improvement can and should be made in map and globe teaching programs. Sources that describe what to cover at different age and grade levels and that recommend teaching ideas are discussed. (RM)
Descriptors: Curriculum Development, Developmental Stages, Educational Assessment, Educational Needs
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Schug, Mark C.; And Others – Social Education, 1984
Elementary and secondary students do not consider social studies to be very important because it has little meaning for their future lives. Students do not find social studies particularly interesting. They feel that both social studies subject matter and teaching methods are boring. (RM)
Descriptors: Educational Needs, Educational Research, Elementary Secondary Education, Relevance (Education)
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Hahn, Carole L. – Social Education, 1984
Citizenship education must be redefined to mean preparation for global, as well as for national and local, citizenship and to mean practice in examining complex issues. Social studies programs must be redesigned to meet the challenges of the "New Age," e.g., technological advancement, and to implement this broader definition. (RM)
Descriptors: Citizenship Education, Curriculum Development, Educational Change, Educational Innovation
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Berg, Roger – Social Education, 1983
The driving and resisting forces of introducing computers into social studies classrooms are examined. Elementary teachers' concerns about computers, as revealed in a case study, include the need for training, how to manage computer assisted instruction, where computers should be used in the curriculum, and the need for relevant software. (RM)
Descriptors: Case Studies, Classroom Techniques, Computer Assisted Instruction, Computer Programs
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Searles, John E. – Social Education, 1983
The information revolution is making various impacts on social studies. Students are children of this age and are learning social ideas from technology. The information revolution should be part of the social studies curriculum. Unresolved questions (e.g., Who should write computer software?) and some thoughts on the future are discussed. (RM)
Descriptors: Computer Assisted Instruction, Computers, Educational Needs, Elementary Secondary Education
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Squire, James R. – Social Education, 1982
Discusses three language concepts which require urgent attention of social studies teachers. Students need practice in processing the ideas of the social sciences. More attention needs to be directed to teaching the vocabulary of the social studies. Building a background of basic knowledge in social studies is essential. (RM)
Descriptors: Content Area Reading, Educational Needs, Elementary Secondary Education, Interdisciplinary Approach
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Rosenzweig, Linda W.; Stearns, Peter N. – Social Education, 1982
Social history should be integrated into the secondary social studies curriculum. The themes and topics of social history, which deal with everyday activities and ordinary people, are likely to be be intrinsically interesting to young people. (RM)
Descriptors: Educational Needs, Integrated Curriculum, Secondary Education, Social History
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Wallen, Norman E. – Social Education, 1984
Theoretical, technical, and practical charges which have been made against the IQ test in recent years are examined. Teachers need to be aware of these issues, since IQ testing directly affects perceptions of, and planning for, their students. (RM)
Descriptors: Ability Identification, Academic Achievement, Educational Needs, Educational Objectives
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Reardon, Betty; And Others – Social Education, 1983
The schools must confront and deal with the issues of the nuclear weapons controversy on pain of ceasing to be relevant to the critical needs of the rising generation. Every aspect of the nuclear arms controversy needs to be discussed in secondary and university classrooms. (RM)
Descriptors: Educational Needs, Educational Objectives, Higher Education, Nuclear Warfare
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Fleming, Dan B. – Social Education, 1983
An examination of 19 world and U.S. history textbooks showed that overall, the texts give scant attention to nuclear war and arms limitation. The inclusion of a course in contemporary issues for grade 12 might be one way to help resolve this problem. (RM)
Descriptors: Educational Needs, Nuclear Warfare, Secondary Education, Textbook Evaluation
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Social Education, 1983
The Committee on the Present Danger, Inc., the Committee of Atomic Bomb Survivors in the United States, the World Friendship Center in Hiroshima, two authors, physics and education professors, an English and history teacher, and a high school student comment on nuclear education. (RM)
Descriptors: Educational Needs, Elementary Secondary Education, Higher Education, Nuclear Warfare
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McFarland, Mary A. – Social Education, 1984
Four questions are answered by a social studies coordinator: Does the public value social studies instruction?; What is the K-12 social studies program?; How can social studies be better taught--especially when using textbooks?; and What difference does knowing "what" and "how" make to students? (RM)
Descriptors: Educational Needs, Educational Objectives, Elementary Secondary Education, Instructional Improvement
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