Only 39 % of
social studies teachers reported that their schools allowed social media for students and teachers.
At least three - quarters of mathematics, science, and
social studies teachers report that they are expected to address ELA standards in their instruction, although most are unfamiliar with the standards and feel ill - prepared to help students achieve them.
Not exact matches
These higher levels are consistent with
reports from parents and
teachers, and from other
studies, that children with ASDs are more likely to be anxious in
social situations than typically developing children.
Elementary
teachers who do find time to teach
social studies often
report integrating the
social studies disciplines with
Prompted by
reports showing that American students knew little about the modern civil rights movement, Teaching Tolerance launched an investigation into the
social studies standards states expected
teachers to teach and students to learn.
Yet in a 2010 survey, 70 % of high - school
social -
studies teachers reported that civics has been marginalized by the focus on reading and math assessments.
In survey responses, some
teachers and principals
reported that they spent less time on other subjects as a result of the promotion policy — some 40 percent said that they were spending less time on
social studies and science — although 57 percent said they did not spend less time on those subjects because of the new policy.
The 55 - year - old former high school
social studies teacher captured the presidency of United
Teachers Los Angeles with 50.5 percent of the vote, nudging out former elementary
teacher Becki Robinson, who won 49.5 percent, union officials
reported.
«I had students stand up in the middle of class and directly address their peers with racial slurs,» the
report quoted an Ohio
social studies teacher as saying.
«I've never been in a school year where I've had so many kids, kind of on edge,» the
report quoted a Utah
social studies teacher as saying.
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Studies Educational
Studies in Japan: International Yearbook Educational
Studies in Mathematics Educational
Studies: Journal of the American Educational
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During middle school, for example, students from elementary schools that had implemented the Developmental
Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores),
teacher ratings of behavior (better academic engagement, respectful behavior, and
social skills), and self -
reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).
In this paper the researchers explained how they used the Substitution, Augmentation, Modification, Redefinition framework as a guide for analyzing the ways preservice English and
social studies teachers used technology while completing their internship and
reported those findings.
Additionally, while the benefits of instructional technology in the
social studies classroom have been
reported by many researchers in the field (e.g., Berson, 1996; Bolick, 2006; Friedman & Hicks, 2006; Manfra & Lee, 2012; Swan & Hofer, 2013; Waring, 2014; Waring & Bentley, 2012) and the need for
teacher preparation is critical,
teachers often refer back to more familiar instructional practices (Lortie, 1975).
Summary: This article
reports on a
study based on «a classroom model theory positing that
teachers» well - being promotes better
teacher - student relationships, effective classroom management skills, and effective
social - emotional learning.»
Hicks, Doolittle, and Lee (2004)
reported on a national survey of high school
social studies teachers conducted in 2002 that «just over 50 % of
teachers indicated they rarely (less than once a month) or never use digital historical resources» (p. 2).
This paper includes a
report of specific pedagogy and user interface design principles of web - based ECMs explicitly created to help
social studies teachers develop their professional teaching knowledge.
The
report notes that only about three in five
teacher prep programs — 57 percent, to be precise — «adequately cover the subject content that both science and
social studies teachers will need to teach.»
Although several
studies in other disciplines
report that
teachers planning with print - based ECMs tend to develop a better understanding of instructional strategies and their impact on student thinking (Collopy, 2003; Grossman & Thompson, 2004; Lloyd, 1999; Remillard, 2000, 2005; Schneider, Krajcik, & Marx, 2000), little is known about the effects of technology - enhanced ECMs or those designed for teaching in the
social studies.
A middle school
social studies teacher notes that the quality of her students» research
reports has markedly improved since he began using the writing process approach of brainstorming, drafting, reviewing feedback, and revising.
This
report by the Annenberg Institute includes a case
study on
Social Justice Humanitas Academy and compelling research on the how
teacher ownership enables
teacher teams to make meaningful changes at their sites.
Our analysis of 2014
teacher survey data,... showed that 50 percent of eighth grade
teachers reported spending 3 to 5 hours per week of classroom instruction time on
social studies....
A new national survey confirms what's long been suspected: Most
teachers report that schools are narrowing the curriculum and shifting instruction time and resources toward math and language arts and away from subjects such as art, music, foreign language, and
social studies.
Project E.L.I.T.E.: A case
study report of
teachers» perspectives on a
social studies computer pilot project.
Last week, I sat down with one of the
report's authors: sixth grade English and
Social Studies teacher Menya Cole.
In unadjusted models, experiencing 1 ACE was associated with poor
teacher -
reported language and literacy skills (odds ratio [OR]: 1.5, 95 % confidence interval [CI]: 1.1 — 2.1), science and
social studies skills (OR: 1.6, 95 % CI: 1.1 — 2.4), and math skills (OR: 1.6, 95 % CI: 1.1 — 2.3), as well as not yet or beginning to understand and interpret a story or other text read to the child (OR: 1.6, 95 % CI: 1.04 — 2.4).
Evidence shows that chronic
social isolation predicts poor prognosis, and repeated assessment of children's peer experiences is therefore recommended for research purposes.47 As previously described, 37 2 items of the Rutter Child Scale that measure
social isolation («tends to do things on his / her own; is rather solitary» and «not much liked by other children») were
reported about each
study member at ages 5, 7, 9, and 11 years by their parents and
teachers.
Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS,
Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsi
Social Adjustment Scale - Self -
Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsi
Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across
studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in
studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent,
teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting
studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of
social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsi
social desirability, which is particularly problematic for the self - related rating scales and for child -
report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsi
report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).
Summary: This article
reports on a
study based on «a classroom model theory positing that
teachers» well - being promotes better
teacher - student relationships, effective classroom management skills, and effective
social - emotional learning.»
As Education Week recently
reported, a new
study by the Center for Benefit - Cost
Studies of Education at Columbia University's
Teachers College, «The Economic Value of
Social and Emotional Learning,» found that high - quality, research - validated social and emotional learning programs bring a return of $ 11 for every $ 1 inv
Social and Emotional Learning,» found that high - quality, research - validated
social and emotional learning programs bring a return of $ 11 for every $ 1 inv
social and emotional learning programs bring a return of $ 11 for every $ 1 invested.
Abstract: The current
study investigated developmental trajectories of
teacher -
reported aggressive behavior and whether these trajectories are associated with
social - cognitive development (i.e., aggressive problem - solving) across the first three elementary grades in a large sample from Switzerland (N = 1,146).
The current
study investigated developmental trajectories of
teacher -
reported aggressive behavior and whether these trajectories are associated with
social - cognitive development (i.e., aggressive problem - solving) across the first three elementary grades in a large sample from Switzerland (N = 1,146
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Social and Emotional Learning (SEL)
Social Studies Assessment
Social Studies Curriculum
Social Studies Graduation Requirements
In the present
study, we used
teacher reports on the children's peer
social competence.
Reports from parents and teachers about peer functioning, as well as self reports, are often collected in the form of rating scales, for example, the Social Skills Rating System (SSRS) 21 or the Self - Perception Profile for Children.22 Recent studies examining self - reports of competence in children with ADHD, however, indicate overly inflated reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence infor
Reports from parents and
teachers about peer functioning, as well as self
reports, are often collected in the form of rating scales, for example, the Social Skills Rating System (SSRS) 21 or the Self - Perception Profile for Children.22 Recent studies examining self - reports of competence in children with ADHD, however, indicate overly inflated reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence infor
reports, are often collected in the form of rating scales, for example, the
Social Skills Rating System (SSRS) 21 or the Self - Perception Profile for Children.22 Recent
studies examining self -
reports of competence in children with ADHD, however, indicate overly inflated reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence infor
reports of competence in children with ADHD, however, indicate overly inflated
reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence infor
reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These
studies question the utility of self -
report measures for children with ADHD when the goal of assessment is to obtain accurate competence information.
This
study examined the mediating role of loneliness (assessed by self -
report at Time 2; Grade 6) in the relation between early
social preference (assessed by peer
report at Time 1; kindergarten through Grade 3) and adolescent anxious / depressed symptoms (assessed by mother,
teacher, and self -
reports at Time 3; Grades 7 — 9).