Social Studies Education

The middle school years can be important for developing student attitudes about learning, school, and careers. However, it is often difficult to involve parents in working with middle schools to help adolescents form positive attitudes toward school and science. This exploratory study investigates a method of potentially having all of a teacher's middle school students do the same activity with their parents. The non-kit activity consists of a homework sheet with activity procedures that utilize readily available items. The study explores what percentage of parents and students completed the activities, change in the level of participation over time, participant attitudes towards the homework assignments, benefits participants experienced, and whether or not participation in the program helped student science process skills and science attitudes. A quasi-experimental, control-group design using within-teacher random assignment of classes was employed. Study results provide evidence that it is possible to implement a hands-on science, at-home, parental involvement program where the activity materials are not sent home. Parents, in general, thought positively of the program. A majority of students preferred this type of homework over traditional homework. (LZ)

Parent involvement in education is almost universally recognized as a positive influence on children, their academic performance, and attitudes toward school. While studies generally support these ideas, research on parental involvement is challenged by problems including a lack of agreement about what are the key aspects of parental involvement and limited research employing a theoretical model. Focusing on parental involvement as adults helping their children at home, this study had 101 sixth-grade students complete at-home guided-inquiry science activities with their parents. Levels of participation varied but were best when the activities aligned with the school curriculum and materials were readily available. Parents and students generally had positive attitudes toward the program, with parents more positive than students and female students slightly more positive than male students. Interview and survey results suggest most parents felt they helped their child learn science. Shortages of parent time and student procrastination were problems that were identified. Many parents reported learning more about their children. The majority of students indicated they would rather work on this type of homework with a parent than work alone.

The middle school years can be important for developing student attitudes about learning, school, and careers. However, it is often difficult to involve parents in working with middle schools to help adolescents form positive attitudes toward school and science. This exploratory study investigates a method of potentially having all of a teacher's middle school students do the same activity with their parents. The non-kit activity consists of a homework sheet with activity procedures that utilize readily available items. The study explores what percentage of parents and students completed the activities, change in the level of participation over time, participant attitudes towards the homework assignments, benefits participants experienced, and whether or not participation in the program helped student science process skills and science attitudes. A quasi-experimental, control-group design using within-teacher random assignment of classes was employed. Study results provide evidence that it is possible to implement a hands-on science, at-home, parental involvement program where the activity materials are not sent home. Parents, in general, thought positively of the program. A majority of students preferred this type of homework over traditional homework. (LZ)

Araştırmanın amacı; Türkiye'de öğrenim gören üniversite öğrencilerinin okul tükenmişlikleri, sosyal medya bağımlılıkları ve yalnızlık düzeyleri arasındaki ilişkileri incelemektir. Çalışmanın amaçlarının gerçekleştirilmesi için; demografik bilgi formu, University of California, Los Angeles (UCLA) yalnızlık ölçeği, Bergen sosyal medya bağımlılığı ölçeği ve Maslach tükenmişlik envanteri-öğrenci formu aracılığı ile üniversite öğrencilerinin tutumları ölçülmüştür. Bu çalışmanın evrenini üniversitelerde öğrenim gören öğrenciler oluşturmaktadır. Çalışmada veriler basit rastgele örneklem yöntemiyle toplanmıştır. Katılımcılar 151 (% 43) kadın, 200 (% 57) erkek olmak üzere toplam 351 bireyden oluşmaktadır. Veriler Pearson moment çarpım korelasyonu, doğrulayıcı faktör analizi ve yapısal eşitlik modeli ile analiz edilmiştir. Yapılan analizler sonrasında bütün değişkenler arasında pozitif yönde anlamlı korelatif ilişkiler gözlenmiştir. Ayrıca okul tükenmişliği ile yalnızlık arasında sosyal medya bağımlılığının aracılık ettiği sonucuna ulaşılmıştır. Elde edilen sonuçlar ilgili literatür bağlamında tartışılmıştır.

The aim of the present study is to analyze the effects of the educational planning and evaluation lesson on pre-service teachers' self-efficacy beliefs related to the teaching process. The research was based on the single group pre-test post-test model. Data were collected by applying to the instrument of “Prospective Teachers’ Self-Efficacy Beliefs Scale regarding Instructional Process” developed by Ozdemir (2008). The Cronbach's alpha reliability coefficient for the whole scale was found to be .95. In the analysis of quantitative data, t-test for dependent groups, t-test for independent groups, ANOVA and impact size correlation coefficient were performed. In the analysis of qualitative data, content analysis was adopted. At the end of the study, it was observed that educational planning and evaluation lesson had a positive influence over pre-service teachers' self-efficacy beliefs related to the teaching process. As for the qualitative data, the pre-service teachers em...

Çocukların çevreye karşı olumlu tutum ve davranış geliştirmelerinde eğitimin rolü önemlidir. Çalışmanın amacı Türk eğitim sisteminde ilköğretimde 1968’den itibaren ayrı bir ders olarak yer alan sosyal bilgiler dersine ait öğretim programları ve bu programlara göre hazırlanan 4. sınıf ders kitaplarının çevre eğitimi açısından incelenmesidir. Nitel araştırma yaklaşımı kapsamında doküman analizi yöntemi ile desenlenen çalışmanın verileri, 1968, 1990, 1998, 2005 ve 2018 sosyal bilgiler dersi öğretim programları ve bu programlara göre hazırlanmış amaçlı örneklem yaklaşımıyla seçilen ders kitaplarından doküman incelenmesi yoluyla elde edilmiştir. Veriler, betimsel analiz ve içerik analizi yaklaşımıyla analiz edilmiştir. Araştırma sonucunda sosyal bilgiler dersi öğretim programlarının amaçlarında çevre eğitimine çevresel bilgi, çevreye verilen önem, çevrenin korunması ve çevrede yaşam hakkı kategorilerinde yer verildiği belirlenmiştir. Sosyal bilgiler ders kitaplarında çevre eğitimiyle ilişkili içerikler, çevresel bilgi, çevreyi koruma, çevreden faydalanma, çevre problemleri, yararlı çevre davranışı kazandırma ve canlı-çevre etkileşimi kategorilerinde toplanmıştır. Tarihsel süreçte sosyal bilgiler dersi öğretim programlarında ve ders kitaplarında çevresel bilgi kategorisi diğer kategorilere göre daha çok vurgulanmıştır. Bu bağlamda sosyal bilgiler dersi öğretim programı hazırlayıcıları ile ders kitabı yazarlarının programları ve ders kitaplarını çevre eğitiminin duyuşsal ve psikomotor boyutlarını daha fazla dikkate alarak düzenlemesi önerilmektedir.

Formal educators (those with formal education degrees versus informal educators who may work in shelters or nature centers) in the K-12 system are tasked with facilitating academic, character, and social and emotional learning in the classroom. As part of this learning, the teaching of critical thinking revolving around and reinforcement of "kindness . . . care and compassion towards" people, animals, and the environment and the interconnection among the three can work to prevent needless suffering and create community building attitudes (Selby, 1995, p. 7). Based upon knowledge of state mandates involving humane education, the Humane Literacy Coalition (HLC) was formed to study basic educator knowledge of humane education and their understanding of mandates concerning humane topics. HLC was also formed to review the creation and potential use of humane education benchmarks on the part of formal educators. HLC hypothesized that educators were not aware of humane education nor whether humane education was required in their state. HLC also wished to learn the opinion of educators, administrators, and policy makers concerning the creation of benchmarks that would help educators to infuse humane education into standards-based work. Based on these assumptions and questions, HLC developed a questionnaire that was disseminated both at national education conferences and online. Results showed that educators, administrators, and policy makers at both elementary and secondary levels believed that all areas of humane education were important and felt that humane values were likely to be infused into the standards-based curricula. Results also showed that educators had varied levels of understanding concerning humane education and little Written by: Stephanie Itle-Clark Humane Society University Humane Literacy and Formal Education 2 knowledge of state requirements. Additionally, results indicated that educators and policy makers supported the utilization of humane education benchmarks when preparing lessons if such benchmarks were available. A possible implication is that teacher preparation and inservice programs are not including the concepts of humane education, and that given benchmarks for humane education, formal educators would more often include all three components of humane education in their work.

This study which employed the mixed research design aimed to explore the emotions of language learners from the indigenous students of Nueva Vizcaya State University-Bambang Campus in the academic year 2019-2020, and improve English language learning in the university. The respondents of this study were 57 English major students under the college of arts and sciences and the college of teacher education, taking 83.82% of the population, who were asked to accomplish validated data gathering tools to divulge information on their level of English language learning emotions along with anxiety, motivation, and gratitude. Results showed that the majority of the respondents came from the college of arts sciences and most of them were Kalanguya and Igorot while their academic performance is qualitatively described as satisfactory. The level of English language learning emotions of the respondents along anxiety, motivation, and gratitude is high. Significant differences were observed in their level of motivation and gratitude but none in their level of anxiety when grouped according to profile variables. Further, there is a significant correlation between the English language learning emotions of the respondents along with motivation and gratitude but their level of emotions along anxiety did not correlate with either their level of motivation or their level of gratitude. After analysis of the results of the study, its contributions were thematically categorized into addressing anxiety in a multicultural classroom, creating a learning atmosphere of high motivation, and teaching gratefulness alongside language skills, which are deemed necessary to enhance English language learning in the university.

This qualitative study aimed to disclose oral narratives in terms of riddles, mind twisters, lyric poetry, and folktales, which are still practiced or used by the Kalanguya communities of Nueva Vizcaya, particularly in the municipalities of Sta. Fe and Kayapa, to determine sociocultural devices which are attached to the practice or use of these oral narratives, and to discuss the relevance of the research findings to teacher education. This study made use of the critical theory design particularly using the critical discourse analysis (CDA) approach involving informants from the setting through informal interviews and observations. Results showed that the Kalanguya of Nueva Vizcaya in particular keep their tradition dynamic by conserving their shared oral narratives in the form of bullikay known as riddles, bunbuntiya or mind twisters, lyric poetry in the form of songs or kanhiyon and poems or dayomti, and folktales or local stories, which captured various sociocultural devices that evolved around the thematic colors of pastoral life of the Kalanguya, social ideals of unpretentiousness and love for peace, qualities of the Kalanguya lady, and veneration for death, which were derivatives of the social and cultural preferences and practices of the group. The information gathered pertinent to the oral narratives of the Kalanguya renders significance to teacher education along broadening of indigenous knowledge and tradition, more meaningful pragmatic pedagogical innovations, enhanced instructional strategies, and utilization of more relevant academic research works.

This quantitative study delved on how professional development of faculty members of a state university in Cagayan Valley, Philippines, correlated with their performance commitment through the use of validated questionnaires and archived performance data extracted from randomly picked faculty members of the institution. The data were treated using frequency, percentage, mean, ANOVA, and Spearman Rho at 0.05 level. It was unveiled that the respondents who represented all four academic units of the university had a high level of professional development specifically in terms of personality development and advanced education while moderate in capacity building, community extension, and leadership. Moreover, their level of performance commitment is very satisfactory in terms of instruction, designation, research, extension, and production though majority of them have no evaluation in research, extension, and production. It was also found out that there are significant differences in their professional development in terms of community extension and personality development, but no significant differences in their professional development in terms of advanced education, capacity building, and leadership when they are grouped according to academic units, and there is no significant difference in their performance commitment when they are grouped according to the same profile construct. Lastly, there is a significant relationship between their professional development and performance commitment particularly in terms of production, but no significant correlations were noted in terms of instruction, designation, research, and extension. These findings prompted the development of a training design geared toward capacitating the faculty members in the areas of instruction and research.

This study which employed the mixed research design aimed to explore the emotions of language learners from the indigenous students of Nueva Vizcaya State University-Bambang Campus in the academic year 2019-2020, and improve English language learning in the university. The respondents of this study were 57 English major students under the college of arts and sciences and the college of teacher education, taking 83.82% of the population, who were asked to accomplish validated data gathering tools to divulge information on their level of English language learning emotions along with anxiety, motivation, and gratitude. Results showed that the majority of the respondents came from the college of arts sciences and most of them were Kalanguya and Igorot while their academic performance is qualitatively described as satisfactory. The level of English language learning emotions of the respondents along anxiety, motivation, and gratitude is high. Significant differences were observed in their level of motivation and gratitude but none in their level of anxiety when grouped according to profile variables. Further, there is a significant correlation between the English language learning emotions of the respondents along with motivation and gratitude but their level of emotions along anxiety did not correlate with either their level of motivation or their level of gratitude. After analysis of the results of the study, its contributions were thematically categorized into addressing anxiety in a multicultural classroom, creating a learning atmosphere of high motivation, and teaching gratefulness alongside language skills, which are deemed necessary to enhance English language learning in the university.

This study aimed at ascertaining the correlation of the patterns used in the leads and heads of model news articles, outputs of the news writers of the official publication of a state university in Nueva Vizcaya, and outputs of student writers in an annual convergence of student scribes in Region 2. After using Systemic Functional Linguistics in the analysis of 30 news articles, it was unveiled that the most common pattern used among news heads and leads understudy was Participant1-Process-Participant2 and the most commonly used placement for a circumstance was at the end of the sentence. Further, the most common function assumed by a participant is being an actor, the most commonly used process is material, and the most commonly used circumstance is location. It was also disclosed that there is a significant relationship between the functional patterns used by the three sources of the news articles. With these salient findings, better perspectives are prompted as to the use of functional language in many facets of the school and society. The findings shall serve as learning points for student writers, student leaders, language mentors, paper advisers, and those who prepare narrative reports that follow the structure of news.

In the Philippines, it cannot be denied that its citizens are under the circumstance of poverty. Pantawid Pamilyang Pilipino Program (4Ps) is one of the fully operational assistance currently implemented by the Department of Social Welfare and Development (DSWD) and supported by the other government agencies. Descriptive survey method was used to gather pertinent facts and data on the parents of 91 beneficiaries of Pantawid Pamilyang Pilipino Program currently enrolled at Talumpok Integrated School. Questionnaire was the main instrument used in gathering data and supplemented by interview with the use of interview guide. The statistical tools applied to interpret the gathered data were Frequency, Percent and Rank to find out the level of frequency of the items in the demographic profile of the respondents. The study found that beneficiaries met the requirements set by the program and qualified to become. In terms of the support of 4P's to its beneficiaries on parenting and home management, health and nutrition and education, it is assessed as highly provided and viewed as parallel and accordance with the goal of 4Ps. As to extent of implementation, parenting and home management, health and nutrition and education are in great extent. This emphasizes that 4Ps in terms of social welfare and development to the beneficiaries is effective. Correlation shows a highly significant relationship of 4Ps support and the level of implementation on social welfare and development. On the other hand, there are problems identified by 4Ps beneficiaries which focus merely on the cash grants discrepancies and delay transactions. The root cause of the problems why beneficiaries are still amid dependency to the program is not yet addressed. Meanwhile, proposed enhancement 4Ps project was presented as guide for beneficiaries and 4Ps to strengthen its implementation which requires maximum involvement of school personnel, parents, and 4Ps community officials.

Language mismatch poses challenges for students, particularly those from public schools, as they struggle to comprehend and solve math problems presented in a language different from their primary medium of instruction. Thus, this study investigated the perceptions of Mathematics teachers in Grades 1-3 regarding Mother Tongue-Based (MTB) instruction and its impact on students' performance in the Metrobank-MTAP-DepEd Math Challenge (MMC) in the Tubigon East and West Districts. Using a descriptive correlational design, data were collected from 107 public school teachers via a validated questionnaire and analyzed using weighted means and chi-square tests. Teachers rated their strategies highest (M = 4.26, SD = 0.51), followed by language competence (M = 4.05), sufficiency of teaching materials (M = 3.77), and learners' learning level (M = 3.69), with an overall perception mean of 3.94 (Agree). However, perceptions of MTB's effect on MMC performance were low (M = 2.07, Disagree). Significant relationships were found between perceptions of MTB instruction and years of teaching (p = 0.002) and MMC participation (p = 0.000), but none with perceptions of its effect on MMC performance. While MTB is viewed as effective for classroom teaching, its benefits do not extend to MMC outcomes due to language mismatch. Recommendations include bilingual review materials and targeted training.

Bu calismada, etkilesimli ogretim stratejisinin Turkce Egitimi Ana Bilim Dali 1. sinif ogrencilerinin (ogretim elemani, akran ve oz degerlendirme sonuclarina gore) konusma becerilerine etkisi arastirilmistir. 2011-2012 egitim-ogretim yilinda Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Turkce Egitimi Ana Bilim Dali 1. Sinif (I. ogretim) ogrencileri uzerinde gerceklestirilen bu arastirma, deneysel arastirma modellerinden biri olan on test – son test kontrol gruplu deneme modeline gore desenlenmistir. Arastirmada deney ve kontrol gruplari 40’ar ogrenciden olusmaktadir.  Ogrencilerin konusma becerileri, “Etkili Konusma Olcegi” (Yildiz ve Yavuz, 2012) araciligiyla toplanmistir. Arastirmaci tarafindan deney grubunda etkilesimli ogretim stratejisine gore, kontrol grubunda ise dogrudan ogretim stratejisine gore hazirlanan konusma etkinlikleriyle 10 hafta uygulama yapilmistir. Arastirma bulgularina gore ogretim elemanlari, akran ve oz degerlendirmelerine gore etkilesimli ogretim str...

Computer and Web technology are commonplace in every sector; be it medicine, tourism, education, culture, among others. Researchers believe that the Ghanaian teaching and learning environment still reflects the colonial system of education and is lagging in technology usage and adaption despite the recent universal technological move. The government of Ghana has embarked on various projects to inculcate Information and Communication Technology into the educational system; an example is the ICT in Education Policy 2015. However, the situation remains almost the same. Researchers strongly believe that if teachers are proficient in this area and are prepared to use Information and Communication Technology (ICT) in teaching and learning there will be a massive improvement in education. It is against this background that this study seeks to assess the attitude and proficiency of teachers in integrating ICT tools in teaching Social Studies.

TEZ11703Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2018.Kaynakça (s. 82-99) var.xiii, 106 s. : res. (bzs. rnk.), tablo ; 29 cm.Bu araştırma anasınıfı çocukları ve ilkokul birinci sınıf öğrencilerinin ilkokula yönelik algılarını ortaya koymak amacıyla yapılmıştır. Araştırmanın çalışma grubunu Adana ili Çukurova ilçesine bağlı okul öncesi kurumuna devam eden farklı sınıflardan altı yaş grubu 45 çocuk ve aynı mahalleye bağlı bir ilkokula devam eden 45 birinci sınıf öğrencisi oluşturmuştur. Araştırma olgu bilim (fenomenoloji) deseniyle yürütülmüştür. Araştırmada veriler mosaic approach (mozaik yaklaşım) yöntemiyle toplanmıştır. Bu doğrultuda çocuklarla birebir görüşmeler yapılıp, sonrasında çocuklara resim çizdirip anlattırma yöntemiyle daha geniş verilere ulaşılmıştır. Toplanan görüşme verileri içerik analizi yöntemiyle, çocukların çizdiği resimlerin verileri ise betimsel analiz yöntemiyle analiz edilmiştir. Araştırmada çocukların görüşme bulgularıyla resim bulguları paralell...

Purpose: This article interrogates the concept of "controversial issues" in civic and democratic education. Rather than treating controversial issues as universally recognized, we examine how power, positionality, and sociopolitical context shape what is categorized as controversial and with what consequences for students and teachers. Design/methodology/approach: We conduct a conceptual and theoretical analysis drawing from deliberative democratic theory, critical scholarship in social studies education, and Iris Marion Young's framework of greeting, rhetoric, and narrative. Through this lens, we problematize conventional assumptions of neutrality in classroom deliberation and propose a model of education for democracy that foregrounds inclusion and counternarratives. Findings: Our analysis demonstrates that dominant framings of controversy often silence marginalized voices by relegating their experiences to the private sphere or excluding them from curricular consideration. The widely adopted deliberative model of civic education, which privileges neutrality and consensus, reinforces exclusionary practices. Young's framework highlights how greeting, rhetoric, and narrative can reveal these dynamics, yet implementation is constrained by political pressures, policies, and weaponized ambiguity within schools. Originality/value: This article reframes "controversial issue discussion" as a relative and power-laden categorization rather than a neutral pedagogical practice. By advancing a model of education for democracy that explicitly engages with counternarratives, exclusion, and structural inequality, we contribute to ongoing debates about civic education, curriculum design, and democratic legitimacy.

Penulis menyadari bahwa penyusunan laporan ini tentunya tidak lepas dari berbagai bentuk kekurangan. Oleh karena itu kritik dan saran yang membangun sangat penulis harapkan demi penyempurnaan laporan PPL. Semoga laporan ini dapat bermanfaat bagi pembaca.

This study aims to examine the problems encountered by preschool children in the process of adapting to school with children, parents and teachers. In this study, which was carried out with a mixed method in which qualitative and quantitative research methods were used together, "Personal Information Form", "School Adaptation Teacher Evaluation Scale for 5-6 Years Old Children" and "School Adaptation Parent Interview Form" were used as data collection tools. The universe of the research consists of children in the 60-72-month group who are continuing their official kindergartens affiliated to the Ministry of National Education in the provincial centre of Giresun in the 2023-2024 academic year. The quantitative sample group of the research consists of 322 children and teachers, aged 60-72 months, who attend official kindergartens affiliated with the Ministry of National Education, located in the city centre of Giresun, during the 2023-2024 academic year. As a result of applying and analysing the "School Adaptation Teacher Evaluation Scale for 5-6 Years Old Children", the total scores received by the children were evaluated, and the parents of the 10 children who received the lowest scores were identified. SPSS package program and content analysis method were used in the data analysis process. According to the results of the research, it was seen that there were significant differences in the children's adaptation to school according to the variables of children's gender, coexistence of parents, mother's work status and duration of the children. It was seen that the father's work status did not make a statistically significant difference in the children's adaptation to school. It has been seen that parents emphasised parent-teacher-child communication in the process of children's integration into school.

Yirminci yüzyılda görüntü üretme, işleme ve çoğaltma teknolojilerinde gerçekleşen gelişmeler, görüntü oluşturma ve çoğaltma sürecini hızlı ve ucuz bir hale ge rmiş, bu durum görsellerin hemen her alanda yaygın bir şekilde kullanılmaya başlanmasına neden olmuştur. 1960'lı yıllarla birlikte, kişilerin, görselleri algılama, yorumlama ve çözümlemelerine ilişkin bilgi birikimlerinin, hemen her yerde kullandıkları ve karşılaş kları görsel üre mleri anlamlandırmak için yeterli olup olmadığı sorgulanmaya başlanmış ve yine aynı dönemde "görsel okuryazarlık" kavramı ortaya çıkmış r. Bu çalışmada, görsel okuryazarlık kavramının tarihçesi, tanımı ve kapsamı incelenmektedir.

This study assessed the effect of parental divorce on the academic performance of learners in selected
primary schools in Mporokoso District of Northern Province, Zambia. The study adopted a descriptive survey design
with a mixed-methods approach, utilizing both quantitative and qualitative data collection techniques. A total of 120
respondents, including learners from different grade levels, class teachers, head teachers and teachers, participated
in the study. Data were collected through structured questionnaires, and interviews. The qualitative data obtained
were analysed using study themes generated from the study while quantitative data were analysed using the
Statistical Package for Social Sciences (SPSS) and Microsoft Excel. The findings revealed that learners from divorced
families frequently exhibited emotional distress, decreased concentration, lack of parental support, and low self
esteem, all of which contributed to poor academic performance. Quantitative analysis indicated a statistically
significant difference in grades between learners from intact families and those from divorced families, while
qualitative insights highlighted the role of psychosocial challenges and unstable home environments in shaping
learners’ educational outcomes. The study therefore concluded that parental divorce has a notable negative effect on
learners’ academic achievement. Recommendations include the implementation of school-based counseling services,
enhanced parental engagement programs, community awareness campaigns on the impact of divorce, and policy
interventions aimed at providing emotional and academic support for affected learners to improve their educational
outcomes.

This is an interview of Christine Sleeter on her work in multicultural education over four decades. Links to videos of this interview are available in the Appendix after the references. Transcriptions and videos of Dr. Sleeter's interview provide plain-spoken content for teacher educators, school administrators, and teachers interested in advancing multicultural education and its critical and practical translation into public school classrooms. The main topics covered in this interview are: (a) the "origins" of multicultural education, (b) the basics of multicultural teaching in student and community relationships, (c) advice for new teachers coming into the profession, (d) discussions of White racism and what White teachers can do, and (e) the new social movement on ethnic studies curriculum. Broadly speaking, this interview provides a plain-spoken account of multicultural education's past, present, and key future directions from Christine Sleeter, one of the field's founding and most committed members.

This study critically examines the impact of compensation and benefits on the retention of non-teaching staff at Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria, within the broader framework of human resource management in public tertiary institutions. Using a descriptive survey design, data were collected from 180 stratified randomly selected respondents out of a total population of 328 non-teaching staff. Quantitative analysis, including descriptive statistics and multiple regression, was employed to evaluate the adequacy, fairness, and influence of compensation on retention decisions. Findings revealed that compensation packages were perceived as moderately adequate (grand mean = 3.19, SD = 1.29), with 57.5% of respondents agreeing that salaries and bonuses met job role expectations. However, competitive parity with similar institutions was lower, with only 48.5% in agreement. Perceptions of fairness were relatively high (grand mean = 3.57, SD = 1.30), with 69.7% affirming pay fairness and 69.7% reporting motivational benefits from compensation. Regression analysis indicated that compensation and benefits accounted for 64.5% of the variance in retention decisions (R² = 0.645, Adj. R² = 0.630, p < 0.0001). Significant predictors included Compensation Attractiveness (β = 0.356, p < 0.001), Benefits Motivation (β = 0.276, p = 0.002), and Perceived Reduction in Turnover (β = 0.210, p = 0.016). Fairness in Compensation (β = 0.195, p = 0.035) also significantly influenced retention, while the perceived overall importance of compensation showed a marginal effect (β = 0.168, p = 0.068). The study concludes that competitive, fair, and transparent compensation structures are pivotal in retaining non-teaching staff. It recommends comprehensive package reviews, enhanced non-monetary benefits, and participatory policy development to foster institutional stability and reduce attrition.

In the education arena, teachers are the front line education workforce who educate the young people and bring positive impact to the new generation in a country. The roles of the teacher are pertinent in ensuring the success of students in pursuing their tertiary level from their common primary and secondary school education. With a high teacher efficacy level, a teacher is committed to teach more effectively and efficiently (Coladarci, 2010). Teacher's efficacy research has been widely conducted in various international education settings but it is still important to revisit the validity and reliability of teacher efficacy in Malaysia context. Confirmatory factor analysis (CFA) was used to assess the uni-dimensionality, validity, reliability and fitness of teacher efficacy model. The teacher efficacy items have Cronbach's alpha value greater than 0.70 for the reliability of three sub-constructs. The convergent and discriminant validity were also established as they fulfilled the criteria. Lastly, the teacher efficacy measurement model fulfilled the criteria for the goodness-of-fit in SEM and it is fit to embark to the structural modelling in SEM.

In this study, the book of "Yenilikçi okullar, özellikler-beceriler-stratejiler-uygulama örnekleri" has been examined. The authors of this book analyzed the innovations in education, 21st century skills, factors that support innovation, and examples of innovative practices both in the world and in Turkey. In addition, the authors explained in detail what students, teachers and administrators should do in order to make schools more qualified.

Dalam perjalanan sejarah bangsa Indonesia, konsep persatuan dalam keberagaman bukanlah gagasan baru yang lahir pada abad ke-20. Akar-akar ideologi integrasi wilayah telah bersemi sejak masa kerajaan-kerajaan besar di kepulauan Nusantara, terutama pada masa Majapahit. Salah satu sumber utama yang memperlihatkan gagasan itu adalah Negara Kertagama, sebuah kakawin karya Mpu Prapanca yang ditulis pada tahun 1365 Masehi. Negara Kertagama bukan hanya sebuah karya sastra klasik berbahasa Jawa Kuno, tetapi juga catatan politik, sosial, religius, dan kultural yang mencerminkan pandangan dunia Majapahit. Di dalamnya termuat narasi tentang perjalanan Raja Hayam Wuruk ke berbagai daerah, daftar wilayah taklukan yang luas, serta gambaran kehidupan bernegara yang berakar pada harmoni dan spiritualitas. Dengan demikian, naskah ini bukan sekadar teks sastra, tetapi juga dokumen historis yang meneguhkan konsep Nusantara sebagai satu kesatuan wilayah dan budaya. Tema tentang Nusantara yang muncul dalam Negara Kertagama kemudian menjadi salah satu fondasi ideologis bagi bangsa Indonesia modern. Semboyan "Bhinneka Tunggal Ika" yang lahir dari kitab Sutasoma Mpu Tantular, misalnya, kerap dikaitkan dengan semangat integrasi yang juga tercermin dalam Negara Kertagama. Oleh karena itu, menelusuri Negara Kertagama bukan hanya penting untuk memahami kejayaan Majapahit, tetapi juga untuk melihat kesinambungan gagasan persatuan yang membentuk identitas Indonesia hingga saat ini.

Within our digital age, we have seen a dramatic increase in youth activism across various social media platforms focused on a range of issues (e.g., climate change, LGTBQI+ rights, mental health, etc). Given the ubiquity of activism in digital spaces, there is an impetus to gain an indepth understanding of how young people are interpreting youth's civic engagement in the digitized attention economy. Based on the analysis of 35 discussion groups with Australian students (ages 14-18), we explore the influence of social media on how young people understand their role as citizens in reference to global, national and local issues. The data suggests the young people we spoke with are critical consumers of digital activism where they are often evaluating forms of activism according to their perceptions of authenticity and inauthenticity. Furthermore, replete in our data are references to Australian young people feeling a social pressure to have an informed opinion on complex human rights related issues. In documenting how young people perceive the activism they consume across digital platforms, and the social consequences, the article concludes with a consideration of what this means for their formal civic education as well as young people's future civic engagement.

This study focused with the development and psychometric properties of a scale that measures teacher effectiveness in higher education. Extant literature on effective teachers served as bases for the construction of a 107-item initial scale and 497 higher education students served as participants. Results of the study showed that there were four dimensions of teacher effectiveness in higher education. These dimensions identified in the scale posses the psychometric properties of internal consistency and validity. The internal consistency estimate of the sub-scales using Cronbach coefficient α ranged from 0.707 to 0.968 while the overall internal consistency estimate of the scale was 0.972. On the other hand, validity was evaluated using factor analysis with items having factor loadings of 0.500 and above retained. Thus, the resulting Teacher Effectiveness Scale in Higher Education (TESHE) is a psychometrically sound scale that measures the multidimensional aspects of teacher effectiveness in higher education.

This study focused with the development and psychometric properties of a scale that measures teacher effectiveness in higher education. Extant literature on effective teachers served as bases for the construction of a 107-item initial scale and 497 higher education students served as participants. Results of the study showed that there were four dimensions of teacher effectiveness in higher education. These dimensions identified in the scale posses the psychometric properties of internal consistency and validity. The internal consistency estimate of the sub-scales using Cronbach coefficient α ranged from 0.707 to 0.968 while the overall internal consistency estimate of the scale was 0.972. On the other hand, validity was evaluated using factor analysis with items having factor loadings of 0.500 and above retained. Thus, the resulting Teacher Effectiveness Scale in Higher Education (TESHE) is a psychometrically sound scale that measures the multidimensional aspects of teacher effectiveness in higher education.

This study explores how vocational programs influence higher education pathways, especially for first-generation and low-income families. Guided by Social Cognitive Theory, Community Cultural Wealth, and Social Reproduction Theory, the study uses mixed-methods evidence. Quantitative data show that 80% of CTE concentrators enroll in postsecondary education compared to 65% of non-CTE peers. Qualitative insights reveal that family valuation of education increases when programs reduce risk, embed advising, and show near-term payoffs. Yet persistent cost and structural barriers reproduce cycles of non-attendance. Findings highlight the transformative potential of vocational programs as true on-ramps to college.

This study revisited the structure of an English Language Teaching (ELT) curriculum for an undergraduate program based on the Indonesian National Qualification Framework (INQF). We identified whether learning outcomes in ELT programs are effectively translated into the INQF. This study implemented content analysis and grounded theory for data analysis. We used curriculum documents obtained online and interviews with 60 respondents as the primary data sources, and the learning outcomes developed by ELT Association as secondary data. This study finds that the learning outcomes described in the ELT curriculum are confused, and a revitalization is needed to make them effective. The matrix approach to developing a curriculum has made the learning outcomes unfocused, while clusters of course groups are not developed. The classification of learning outcomes is also not defined, and the course requirement of a total of 144 credits is not distributed in good proportions through skill categor...

This study examines the effects of applying two different forms of analogy, namely written and oral analogy, while also considering learners’ cognitive styles, on students learning outcomes for a research course in English as a Foreign Language. The cognitive style was used in this study as a moderator variable. This study used an experimental design with a 2x3 factorial design. Two classes of slower learners each comprised 30 students, who were assigned into three smaller groups according to their cognitive styles (i.e. field-independent, neutral, and field-dependent cognitive styles). The six groups were delivered teaching over four meetings. ANOVA was used to analyse the data and test the hypotheses. The results show that subjects given oral analogy achieved better learning outcomes than those who received written analogy. In addition, subjects with the field-independent cognitive style exhibited greater learning achievement that those with the neutral and field-dependent cogniti...

Debt swap funding is one of the important catalysts for education attainment in debt-burdened economies. It enhances the education status by providing extra fiscal space for the government to invest resources for quality education, increasing capital inflow, and reducing the debt burden in the recipient countries. The main purpose of the study is to investigate the impact of debt swap funding on education attainment in debt-burdened economies for the period 2003-2021. The relationship between debt swap funding and education attainment is analyzed in the presence of per capita income of the respective countries by using the advanced methodology Two Step System GMM. Other variables, which are the main determinants of debt swap funding, like IMF structural adjustment program and debt service, are used as control variables. Education attainment is also dependent on per capita income included in the model, along with growth parameters of new growth theory (technological growth, population growth, and depreciation rate), which are part of the control variables. The results of the study show a positive and statistically significant relation between debt swap funding and education attainment in debt-burdened economies in the presence of per capita income. Policy recommendations are proposed in light of the results obtained regarding the debt swap funding nexus education attainment.

The lack of vocabulary, coherence, and cohesion of ideas, aside from the challenges of correct usage of words or grammar, cause the decline of the competency levels in writing. This served as the basis to conduct a study which aimed to assess the competency levels of writing of the Senior High School K-11 students of the CTU-Carmen in the province of Cebu, 2018-2019, as the basis of designing the specific writing activities. The study specifically assessed the macro-skill levels of the students in terms of the elements of writing using multimedia according to organization and cohesion, word choice, correctness, and content. Competency levels in terms of the use of the Outcomes-Based Education through the multimedia, and its correlation to the writing skills have also been assessed. The study utilized a descriptive design to strengthen it. Relevant questionnaires were formulated from pre-existing studies. Statistical processing involved average weighted mean and simple linear regression. Findings revealed that the respondents have very high performance on the use of the OBE using the multimedia in terms of organization and cohesion and even in content, they also have a high performance in terms of word choice and correctness. Results further revealed that the respondents strongly agree for the use of the multimedia while there was a fair correlation of the use of the OBE however, it is disregarded as relevant. Based on the findings are the conclusions that there is a significant impact on the use of the multimedia for skill enhancement in writing through the OBE. It is recommended that the output specifically designed for the writing activities serve as a guide on writing lessons using the multimedia.

The purpose of the present study was to adapt the "Brainline School Readiness Test". For the validity and reliability analyses, the test was performed to 30 7 year old students in the primary school. In the process of adaptation, translation to Turkish was done by two experts and then the test was translated back to English. It was found that there was unity between the expressions of the original form and the form translated from Turkish to English. The Turkish form was examined in terms of clarity of expressions and the form was finalized after making the necessary corrections. The realibility was analysed by using Kuder Richardson 20 coefficient and the test-retest correlation. The validity of the test was analysed by the means criteria validity which was based on teacher assessment and the development forms of children in preschool. The significance of the correlation between avarage scores of teacher assessments and avarage scores of development forms obtained from

Ang pag-aaral na ito ay ibinatay sa ipinaliwanag nina Peck at Buckingham na ang pagsulat ay nakatutulong nang malaki sa paglinang ng kakayahan sa pagsulat. Ang mabisang paraan sa pagtuturo ng pagsulat ay maturuan ang mag-aaral na makasulat ng isang komposisyon na nagmula sa damdamin at isipan ng mga mag-aaral.

Kaugnay nito, tinangkang masukat sa pag-aaral ang kakayahan ng mga mag-aaral sa baiting 9 sa mga kasanayan sa pagsulat at tugunan ang mga ispesipikong tanong ukol sa mga teknik na ginagamit ng mga guro sa paglinang ng nasabing kasanayan ayon sa pagsulat mula sa mga maikling tala, patnubay na binuo ng klase, tumbasang pagsulat at dikto-komp. Ganon din ang mahalagang pagkakaiba ng tasasyon ng dalawang grupo ng mga respondente na nagging batayan ng mga mananaliksik sa pagbuo ng (Strategic Intervention Materials ).
Gumamit ng pamamaraang Kwantitatibong palarawan na pagsusuri ang mga mananaliksik at ang instrumentong ginamit ng mananaliksik sa pagkalap ng mga impormasyon ay ang talatanungan pagkat ito ang epektibong panukat upang makamit ang mga ninanais na kasagutan.
Binubuo ng 8 guro at 20 mga mag-aaral ang naging respondente sa pag-aaral. Batay sa pagtataya ng mga ito, lumabas na ang mga teknik na ginamit sa pagtuturo ng mga kasanayan sa pagsulat ay nalinang ayon sa tasasyon ng dalawang pangkat ng mga respondente. Nanguna sa mga kasanayan na may composite weighted mean na 3.43 ang pagsulat mula sa maikling tala at tumbasang pagsulat habang ang kasanayan sa patnubay na binuo ng klase ay pinakahuli na nalinang sa mga kasanayan sa pagsulat na nagtamo ng composite mean na 3.31. Walang mahalagang pagkakaiba ang tasasyon ng mga guro at mag-aaral sa kasanayan sa pagsulat. Kaya’t ang kanilang tasasyon ay may pagkakahalintulad ayon sa t-balyo na 0.288 ay mas higit na maliit kaysa tabular balyo na 2.776 sa antas na 0.05 ng pagpapahulugan na may 4 degrees of freedom. Ang mga mananaliksik ay humantong sa pagbuo ng isang epektibong strategic intervention material na makatutulong sa paglinang ng kakayahan ng mga mag-aaral sa pagsulat.

Querétaro (UPN-22 A, Querétaro) y con la conferencia inaugural en la Escuela Normal Superior de Querétaro (ENSQ), espacio donde brindó un momento a Jesús Alejandro Báez (ENSQ) y a Morel Luna Morales (UAQ-Campus Amazcala) para llevar a cabo una entrevista, misma que fue grabada y subida unos meses después a youtube, coincidiendo con el lamentable fallecimiento de Pagès. Sirva la presente como una modesta manera de brindar un sentido homenaje póstumo a la figura, el legado y la profunda huella que dejó Pagès a la investigación sobre enseñanza de la historia y las ciencias sociales, así como al profundo sentido de igualdad y ciudadanía democrática, tópicos sobre los que comenzaba a profundizar y dialogar al momento de su partida. El evento en el que participó Pagès en Querétaro fue el "Encuentro Internacional de Educación Histórica", que congregó investigadores a investigadoras de muchas partes de México y de otras partes del mundo, pero que en buena medida fue Pagès el motivo para congregar a personas originarias de otras latitudes.

4MAT is an 8-step, sequential instructional model based on two theoretical constructs: Kolb's model of learning styles and the concept of brain hemisphericity. The model, developed by B. is derived by interacting each of Kolb's four quadrants with both left and right brain. The purpose of this study is to examine the influence of the 4MAT teaching model which depends on learning styles that have been generated by the help of the relationship between the brain and learning; and focuses on the learning loop as a centre upon students' level of mathematics course achievement; and the level of attitudes towards mathematics in the unit of the Hoop and Circle. An experimental pattern model with a pre-test, post-test control group has been used in this research. The sample of this study comprised 81 students from the 7th grade at Public School in Balıkesir during the 2009-2010 education periods. It has been determined that 4MAT method of instruction was more efficient than the traditional method.

Bu çalışmada ilköğretim öğrencilerinin “bitki” kavramı ile ilgili alternatif kavramlarının belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda 2., 4. ve 6. sınıflarda öğrenim gören toplam 60 öğrenci ile özel bir odada yaklaşık 20-30 dakika süren karşılıklı görüşmeler yapılmıştır. Çalışma iki aşamada gerçekleştirilmiştir. Bunlar sırasıyla şu şekildedir: (1) her bir öğrenciye “Sizce bitki nedir?” sorusu yöneltilerek bitki kavramını tanımlamaları istenmiştir, (2) her bir öğrenciden 5 bitki ismi söylemesi istenmiştir, (2) bitkiler, .bitki olmayan canlı varlıklar, cansız varlıklardan oluşan toplam 20 adet renkli orijinal fotoğraf seçilmiş ve bunların her biri öğrenciye ayrı ayrı gösterilerek “bu nedir?” veya “bu bir bitki midir?” soruları yöneltilmiştir. Cevap alındıktan sonra bu cevabın altında yatan gerçeği ortaya çıkarmak amacıyla “niçin?” sorusu ile devam edilmiştir. Sonuç olarak öğrencilerin bitki kavramlarının çiçek, yaprak veya ağaç gibi oldukça genel kategoriler içerdiği, bitkileri...

Kültürlerarası iletişim, farklı kültürler arasında etkili ve anlamlı etkileşimi mümkün kıldığı için önemlidir. Bireylerin farklı kültürel bağlamlarda etkili bir şekilde hareket etmelerini ve küresel vatandaşlar olmalarını kolaylaştıran kültürlerarası duyarlılık ise iletişim yeterliliği anlamında gerekli görülmektedir. Bu araştırma, Iğdır Üniversitesi'nde kültürlerarası iletişim dersi alan öğrencilerin, duyarlılık gelişim modelindeki konumlarını ve eğitimin bu gelişime etkisini incelemeyi amaçlamaktadır. Türkiye'nin en doğusunda yer alan ve üç ülkeye (Azerbaycan-Ermenistan-İran) kara sınırı bulunan Iğdır, farklı kültürlere sahip insanların bir arada yaşadığı bir şehirdir. Nitekim bu çeşitlilikle doğrudan temas hâlinde olan üniversite öğrencilerinin kültürlerarası duyarlılık gelişimlerini belirlemek, araştırmanın önemini ortaya koymaktadır. Bu kapsamda, Milton J. Bennett'in 'Kültürlerarası Duyarlılık Gelişim Modeli' üzerinde gerçekleştirilen sınıf içi ve saha etkinlikleri öncesi ve sonrasında öğrencilerin yazmış oldukları değerlendirme metinlerinin tematik analizi yapılmıştır. 45 kişiyle yapılan araştırmada, kültürlerarası iletişim eğitimi almadan önce katılımcıların üçte biri (n=15) kendilerini duyarlılık gelişim modelinin 'savunma' basamağında gördükleri anlaşılmaktadır. Zira bunun nedeni olarak ise ön yargılar, stereotipler ve kültürel etkileşim eksikliği ön plana çıkmıştır. 14 haftalık eğitimin ardından tekrar istenen değerlendirme metinlerinde öğrencilerin büyük bir çoğunluğu etnomerkezcilikten, etnogörecelik basamağına geçiş yaptıkları ve bunu ders içi etkinlik ve saha temaslarına bağladıkları tespit edilmiştir.

Institutions of higher education are continually engaging in human subject research at the faculty and student level. It is extremely important that all research involving human subjects is in compliance with the UnitedInstitutions of higher education are continually engaging in human subject research at the faculty and student level. It is extremely important that all research involving human subjects is in compliance with the United States (U.S.) Federal Policy for the Protection of Human Research Subjects. If faculty and students are not following the guidelines for the ethical conduct of human subject research, their institution will be at risk of losing any federal funding acquired through these studies and risk the possibility of having all research shut down. The lack of faculty knowledge in the area of human subjects research protections has been considered non-compliance for human subjects research. The purpose of this study was to determine if a significant relationship ex...

This research and development is conducted in order to produce a poster learning media product that can be used to teach economic subjects in SMA Negeri 1 Kartasura. This development research aims to find out student learning outcomes by using poster learning media and to find out the feasibility of poster learning media on Basic Competence (KD) 3.8 containing International economic cooperation. Development model used of this research is research and development 4D (define, design, development, and dissemination). The type of data used is qualitative and quantitative data. Data analysis technique used is descriptive quantitative analysis. The results and the development of this research is to produce a product of poster learning media containing material of international economic cooperation. The result of teaching-learning by using poster learning media showed the average value in the control class that is 60,97, while in the experimental class it showed 85,86, so it can be discove...

This review of literature is the first of four documents prepared for phase I of the Civic Education Study, under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). The more than 20 countries that participated in Phase 1 of the IEA Civic Education Study were asked to review the literature in their particular country with respect to 14 sets of questions. The table of contents includes: (1) "Status of Civic Education"; (2) "Priorities in Civic Education"; (3) "Organization of Civic Education"; (4) "Civic Identity Devdlopment"; (5) "Intergroup Relations"; (6) "Criteria for Excellence"; (7) "Conceptions of Citizenship"; (8) "Preparation for Rights and Responsibilities"; (9) "Gender Differehces"; (10) "Social Class"; (11) "Teachers Views and Classroom Climate"; (12) "Pedagogy and Classroom Practice"; (13) "Teacher Preparation: Pre-Service and In-Service"; and (14) "School Organization." (Contains 177 references.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Literature Review 2 (1981) emphasized that citizenship education has been the primary goal for social studies throughout this century. Although not everyone has agreed on the core content and appropriate methods for teaching social studies, most have rested their case for a particular kind of history, social studies, or social science on a view of citizenship education. That is, various factions have argued for emphasizing history, the social sciences, a problems approach, a global or international perspective, or law-related education as the best preparation for citizenship. However, few argue with the fundamental assumption that one purpose among several, if not the central purpose, for social studies in the curriculum of schools in the United States is to prepare youth for their role as citizens in a democracy. Perhaps indicative of the general public's expectations in this area, 62% of respondents in the 1994 Gallup Poll said they would like more emphasis given to history/U.S. Government while 31% wanted the same emphasis that is given now to history and government. Only 77% wanted less emphasis. That compared to more than 75% who wanted more emphasis on mathematics, English, and science while close to 20% wanted less emphasis on those subjects . Agents of Socialization Family. A longitudinal study by Moore, Lare, and Wagner (1985) is one of the few studies recently to consider the role of the family in political socialization. The researchers interviewed children in five suburban school districts annually from kindergarten until the children completed the fourth grade. The researchers concluded that during the first years of elementary school, the family had the most influence on political interest and information. The young children were primarily influenced by parental comments about candidates, issues, and governmental processes. The researchers noted that although parents passed on their political consciousness, they generally avoided discussions of political tensions and conflicts with young children (Moore, Lare, & Wagner, 1985). Several researchers studying samples of adolescents in the 1960s and 1970s found modest positive correlations between parental political beliefs and those of their children, suggesting that Literature Review 3 the family had an indirect influence. Adolescents often agreed with their parents' general political orientation--conservative or liberal--and political party identification, but they disagreed with their beliefs about specific issues. Interestingly, the students who were most likely to engage in political action were those who came from homes where open discussion of political ideas was encouraged . Additionally, "the greater the amount of discussion in the home, the more likely that the adolescents were highly informed and accepted civic responsibility" (Szymanski Sunal, 1991, p. 295). Parents talking to their children about politics has also been found to relate to student beliefs that they are likely to be politically active adults. Additionally, discussion in the home and anticipated behavior predict later adult participation, according to one longitudinal study . The influence of the family in political socialization is most evident in studies that conclude student political knowledge, attitudes, and participation behaviors are influenced by level of parental education and socioeconomic status

Educational result is even more necessary for the Negro than for the white, since the Negro's highly emotional nature requires for balance as much as possible in the concrete and definite. -T h o m a s J e s s e J o n e s The extent to which such education has been successful in leading the Negro to think, which above all is the chief purpose of education, has merely made him more of a malcontent when he can sense the drift of things and appreciate the impossibility of success envisioning conditions as they really are. -Carter G. Woodson As the words of Thomas Jesse Jones and Carter G. Woodson suggest, the educational needs of African Americans were highly contested terrain, but were critical to improving the economic, social, and political status of blacks during the early decades of the twentieth century. 1 On the surface, the alternative perspectives of Jones, a European American, and Woodson, an African American, suggest that their educational concerns extended far beyond mere instruction. Jones argues that education should address what he viewed as the intrinsic emotional deficits of African Americans. Woodson's comments emphasize providing African Americans with the intellectual foundation needed to escape their status as second-class citizens; that is, he focused on structural rather than personal deficits. In general, contemporary education historians have shown that early twentieth-century African American and white scholars and educators, just as in the case of Jones and Woodson, differed significantly in their thinking about the social and educational needs of black people. In the first decades of the twentieth century, black scholars like Carter G. Woodson began to articulate a vision of African American education that emphasized survival and resistance rather than victimization and oppression. At the same time, white educators like Thomas Jesse Jones established and supported educational programs opposing that vision of resistance in favor of compliance and reinforcing the narrative of racial deficit rather than racial equivalency. Social studies literature shows that in the United States, education for democratic citizenship and education for social containment have held competing positions in the public school curriculum. The latter conceptualization is based on assumptions of continuing second-class status for blacks and other disenfranchised groups. The various perspectives presented by social studies scholars provide useful information for understanding traditional approaches to curriculum and instruction. 4 However, without greater attention to the particularized citizenship education experiences of different groups, only a partial view of the persistence of racialized and discriminatory practices is presented. In the United States, citizenship education has been heavily influenced by historically defined political and social contexts. Yet, social studies scholars and researchers writing about the origins of the social studies rarely focus on the context-distinctive nature of citizenship education and its implication for African Americans. Similarly, in that most education historians and social studies scholars have been Eurocentric in position and perspectives, the views of African Americans and other disenfranchised groups are silenced in much of the historical and contemporary research on citizenship education. One exception, in his influential study The Education of Blacks in the South, African American scholar James Anderson writes: