Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices.
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| Title: | Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices. |
|---|---|
| Authors: | Olafson, Lori1 lori.olafson@unlv.edu, Schraw, Gregory1, Veldt, Michelle Vander2, Ponder, Jennifer2 |
| Source: | Action in Teacher Education (Association of Teacher Educators). Spring2011, Vol. 33 Issue 1, p108-124. 17p. |
| Subject Terms: | *Citizenship, *Social sciences education, *Curriculum, *Learning, *Teaching, Social action |
| Abstract: | This goal of this mixed-methods study was to examine teachers' beliefs about citizenship and citizenship education in a social studies methods course that emphasized social action. Nineteen graduate students participated in the study and completed two pre- and posttest surveys that measured three citizenship worldviews and self-reported civic knowledge. Qualitative data sources included document collection and individual interviews. Results showed increased scores on indices of justice-oriented citizenship and civic knowledge, and that the implementation of a social action project changed beliefs and practices. The participants overcame initial concerns and constraints and recognized the value of a social action project in terms of student learning and their own teaching practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Action in Teacher Education (Association of Teacher Educators) is the property of Association of Teacher Educators 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 61907205 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Olafson%2C+Lori%22">Olafson, Lori</searchLink><relatesTo>1</relatesTo><i> lori.olafson@unlv.edu</i><br /><searchLink fieldCode="AR" term="%22Schraw%2C+Gregory%22">Schraw, Gregory</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Veldt%2C+Michelle+Vander%22">Veldt, Michelle Vander</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ponder%2C+Jennifer%22">Ponder, Jennifer</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Action+in+Teacher+Education+%28Association+of+Teacher+Educators%29%22">Action in Teacher Education (Association of Teacher Educators)</searchLink>. Spring2011, Vol. 33 Issue 1, p108-124. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Citizenship%22">Citizenship</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Social+action%22">Social action</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This goal of this mixed-methods study was to examine teachers' beliefs about citizenship and citizenship education in a social studies methods course that emphasized social action. Nineteen graduate students participated in the study and completed two pre- and posttest surveys that measured three citizenship worldviews and self-reported civic knowledge. Qualitative data sources included document collection and individual interviews. Results showed increased scores on indices of justice-oriented citizenship and civic knowledge, and that the implementation of a social action project changed beliefs and practices. The participants overcame initial concerns and constraints and recognized the value of a social action project in terms of student learning and their own teaching practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Action in Teacher Education (Association of Teacher Educators) is the property of Association of Teacher Educators 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=61907205 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01626620.2011.559447 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 108 Subjects: – SubjectFull: Citizenship Type: general – SubjectFull: Social sciences education Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Learning Type: general – SubjectFull: Teaching Type: general – SubjectFull: Social action Type: general Titles: – TitleFull: Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Olafson, Lori – PersonEntity: Name: NameFull: Schraw, Gregory – PersonEntity: Name: NameFull: Veldt, Michelle Vander – PersonEntity: Name: NameFull: Ponder, Jennifer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 01626620 Numbering: – Type: volume Value: 33 – Type: issue Value: 1 Titles: – TitleFull: Action in Teacher Education (Association of Teacher Educators) Type: main |
| ResultId | 1 |
