An Analysis of Time Prioritization for Social Studies in Elementary School Classrooms

Fitchett, Paul G.; Heafner, Tina L.; VanFossen, Phillip J.

doi:10.3776/joci.2014.v8n2p7-35

Cited by 33 publications

(26 citation statements)

References 36 publications

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“…As noted by Adjapong et al (2018) in their study of #HipHopEd chats, some participants in hosted Twitter chats note that the online community allows for collaboration, innovation, and enjoyment of public space by members working in the social justice sphere. In the wake of testing regimes focused on reading, writing, and mathematics, teachers report limited amounts of curricular time in school focused on social studies topics (Fitchett, Heafner, & VanFossen, 2014;Gilles, Wang, Smith, & Johnson, 2013;Kalaidis, 2013;National Center for Educational Statistics, 2011. Within social studies, the field of global education or a focus on global issues is sometimes under critique from nationalist groups or cautious administrators.…”

Section: Teacher Agencymentioning

confidence: 99%

A Window, Mirror, and Wall: How Educators Use Twitter for Professional Learning

Sturm

Quaynor

2020

RESSAT

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Teachers and other professionals increasingly utilize Twitter as a medium for professional expression and professional learning. These types of Twitter exchanges often take place in formal chats which are moderated by professional organizations or other knowledge brokers in the field. As moderated public online forums become more common, educators may wish to understand the benefits and limitations of this type of professional learning. This paper reports on a study of educators’ discourse in two hosted Twitter chats focused on global education and analyzes the ways in which these types of chats align with research on high-quality professional learning. Results indicate that Twitter chats provide multiple components of high-quality professional learning, namely a focus on content, collaboration, and teacher agency; to a lesser extent, they may provide peer coaching and allow for conversations across a sustained duration. However, other components of meaningful professional learning are not possible in this context, as it is not job-embedded and does not provide active learning or supported opportunities to practice.

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Section: Teacher Agencymentioning

confidence: 99%

A Window, Mirror, and Wall: How Educators Use Twitter for Professional Learning

Sturm

Quaynor

2020

RESSAT

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“…A vast range of literature addresses the function and role of time in education (cf. Brannen and Nilsen 2002;Duncheon and Tierney 2013;Fitchett and Heafner 2014;Gray 2004;Hunter and Benson 1997;Williams 2011) and educational leadership (Eacotta 2013). What can be noted in the current global educational climate is that words like advancement, testing, input, output, outcome, achievement, measurement and betterment have become more prominent in the aftermath of new worldwide trends in curriculum (cf.…”

Section: The Cult Of Efficiencymentioning

confidence: 99%

Time and the embodied other in education: A dimension of teachers’ everyday judgements of student learning

Edling

2021

International Journal of Ethics Education

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The article explores ethical conceptualisations of time that take the existence of the embodied Other in education into consideration. Kristeva’s time/memory paradox is discussed with regard to teachers’ everyday judgements in relation to student learning. In conclusion, learning as an unruptured endeavour is impossible when the time of the embodied Other is taken into account. In this sense, teachers need to be aware of: 1) the time gap between people, 2) the time gap between the conscious and subconscious (time/timelessness), 3) the fact that teachers’ and students’ meaning-making is always tainted by past memory, 4) the ways in which the timelessness of the subconscious crashes into conscious meaning-making in the present and creates ruptures that affect the content of learning and the life conditions of Others, 5) how frozen time (shadow of time) can be used as a way of learning from ruptures, and 6) that processing time(s) is just as important as ‘progressing in it’.

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“…In an age of standardized testing of literacy and mathematics and the concomitant shrinking time for social studies (Fitchett et al, 2014), having picture books do doubleduty may be a necessary methodology. It is worth noting that the use of books to teach social studies skills and concepts in addition to literacy skills can enhance or undermine social studies goals and objectives (Alleman & Brophy, 1991;1993).…”

Section: The Researchmentioning

confidence: 99%