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Implementing Social Action Curriculum in an Elementary Classroom: Reflections from the Journey.

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Title: Implementing Social Action Curriculum in an Elementary Classroom: Reflections from the Journey.
Authors: Veldt, Michelle Vander1 MVanderVeldt@fullerton.edu, Ponder, Jennifer1
Source: Social Studies Research & Practice (Board of Trustees of the University of Alabama). 2010, Vol. 5 Issue 1, p45-57. 13p. 2 Charts.
Subject Terms: *Curriculum, *Social sciences education, *Civics education, *Activity programs in education, *Service learning, *Experiential learning, *Teacher training, *Occupational training, Social action, Social policy
Abstract: This study examines how a social studies methods course, with an emphasis in civic education, is taught and carried through from its original implementation within a teacher education social studies course to practicing teachers' classrooms. Findings suggest that by implementing social action curriculum projects teachers: 1) effectively integrated emerging curriculum, 2) facilitated student-led instruction in a democratic classroom, 3) increased effective communication and built partnerships beyond the classroom, and 4) used structured reflections as a tool for growth and evaluation. [ABSTRACT FROM AUTHOR]
Copyright of Social Studies Research & Practice (Board of Trustees of the University of Alabama) is the property of Board of Trustees of the University of Alabama and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Implementing Social Action Curriculum in an Elementary Classroom: Reflections from the Journey.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br />*<searchLink fieldCode="DE" term="%22Civics+education%22">Civics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Service+learning%22">Service learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupational+training%22">Occupational training</searchLink><br /><searchLink fieldCode="DE" term="%22Social+action%22">Social action</searchLink><br /><searchLink fieldCode="DE" term="%22Social+policy%22">Social policy</searchLink>
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  Data: This study examines how a social studies methods course, with an emphasis in civic education, is taught and carried through from its original implementation within a teacher education social studies course to practicing teachers' classrooms. Findings suggest that by implementing social action curriculum projects teachers: 1) effectively integrated emerging curriculum, 2) facilitated student-led instruction in a democratic classroom, 3) increased effective communication and built partnerships beyond the classroom, and 4) used structured reflections as a tool for growth and evaluation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Studies Research & Practice (Board of Trustees of the University of Alabama) is the property of Board of Trustees of the University of Alabama and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1108/ssrp-01-2010-b0005
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 45
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      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Social sciences education
        Type: general
      – SubjectFull: Civics education
        Type: general
      – SubjectFull: Activity programs in education
        Type: general
      – SubjectFull: Service learning
        Type: general
      – SubjectFull: Experiential learning
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      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Occupational training
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      – SubjectFull: Social action
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      – SubjectFull: Social policy
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      – TitleFull: Implementing Social Action Curriculum in an Elementary Classroom: Reflections from the Journey.
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            NameFull: Ponder, Jennifer
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              Text: 2010
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