WorldCat Identities

ERIC Clearinghouse for Social Studies/Social Science Education

Overview
Works: 444 works in 946 publications in 1 language and 25,451 library holdings
Genres: Handbooks and manuals  Juvenile works  Cross-cultural studies  History 
Roles: Other, Editor
Classifications: H62, 300.7
Publication Timeline
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Most widely held works about ERIC Clearinghouse for Social Studies/Social Science Education
 
Most widely held works by ERIC Clearinghouse for Social Studies/Social Science Education
Review of research in social studies education, 1970-1975 by Francis P Hunkins( Book )

2 editions published in 1977 in English and held by 286 WorldCat member libraries worldwide

Learning history through children's literature by Lynn R Nelson( )

2 editions published in 1999 in English and held by 242 WorldCat member libraries worldwide

The IEA civic education study : expectations and achievements of students in thirty countries by Judith Torney-Purta( )

2 editions published in 1999 in English and held by 242 WorldCat member libraries worldwide

This ERIC Digest reports on the origins, purposes, and methods of the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study. In 1993, the General Assembly of the IEA decided to carry out a two phase study of civic education. The goal of the two phase study was to identify and examine in a comparative framework the ways in which young people are prepared for their roles as citizens in democracies and societies aspiring to democracy. Both phases of the study were designed to provide information regarding 15 questions of interest to policymakers and educators. The three content domains covered in the study were: (1) democracy, democratic institutions, and citizenship; (2) national identity and international relations; and (3) social cohesion and diversity (including an understanding of discrimination). Phase 1 of the study was more qualitative and used interviews with experts on civic education, analyzed curriculum frameworks, national standards, and textbooks, and gathered information from focus groups. Twelve common themes were identified including: (1) there is a common core of content topics across countries; and (2) social diversity is an area of concern in nearly all countries participating in the study. Phase 2 of the study will analyze test data from 120,000 students aged 14 and 17-18 from the participating countries. The test instrument includes items about democratic principles, citizenship, political engagement, fact based instruction, and classroom climates. Teacher and school questionnaires also are to be administered. The release of the Phase 2 report will be in early 2001. (JH)
Teaching social studies with the Internet by C. Frederick Risinger( )

2 editions published in 1999 in English and held by 240 WorldCat member libraries worldwide

Teaching America's Founding Documents by John J Patrick( )

2 editions published in 2002 in English and held by 219 WorldCat member libraries worldwide

Great ideas about law, government, and the rights of individuals, embedded in U.S. founding documents, are the connective cords by which national unity and civic identity have been maintained in the United States from the 1770s until today. To be a citizen is to understand and have a reasonable commitment to the ideas in the founding documents. This digest (1) identifies four founding documents and the great ideas in them; (2) discusses inclusion of the founding documents and great ideas in the core curriculum of schools; and (3) provides an annotated list of World Wide Web sites for teachers and learners on the founding documents and the great ideas in these primary sources. (Contains a list of 12 references and ERIC resources.) (BT)
Developing political tolerance by Patricia G Avery( )

2 editions published in 2001 in English and held by 218 WorldCat member libraries worldwide

Political tolerance is the willingness to extend basic rights and civil liberties to persons and groups whose viewpoints differ from one's own. It is a central tenet of a liberal democracy. The individual rights and freedoms that U.S. citizens value encourage a wide array of ideas and beliefs, some of which may offend segments of the population. The expression of those beliefs is protected by another core democratic principle, that of majority rule with respect for the rights of individuals or groups in the minority. Without safeguards for the free expression of divergent opinions, we risk a tyranny of the majority. In a free and open society, public deliberation exposes "bad" ideas instead of suppressing them. The protection of individuals' rights, including those of individuals we dislike or with whom we strongly disagree, has often been a struggle in U.S. society. Consider the interment of Japanese Americans during World War II, the interrogation of suspected American Communists in the 1950s, or the FBI files on Vietnam War protesters. In each case, U.S. citizens tended to support the abnegation of rights for unpopular minorities. Opposition to intolerance and support for minority rights among the populace, however, can be developed through effective teaching of political tolerance in elementary and secondary schools. This digest discusses: (1) findings of research on political tolerance; (2) guidelines on teaching for political tolerance; and (3) positive consequences of effective teaching for political tolerance. (Contains 10 references.) (BB)
Teaching Historical Thinking by Frederick D Drake( )

2 editions published in 2002 in English and held by 216 WorldCat member libraries worldwide

Cognitive studies researcher, Samuel Wineburg, has conducted empirical studies over the past decade to compare the way historians think about primary and secondary sources with the thinking processes of high school students and teachers. Wineburg's research demonstrates the importance of domain-based or subject-specific thinking in the teaching and learning of history. This digest addresses Wineburg's conception of historical thinking and its application to the teaching and learning of history in schools. It discusses: (1) Wineburg's sourcing heuristic and corroboration heuristic in historical thinking; (2) Wineburg's findings on historical thinking and domain-specific knowledge; (3) applications of historical thinking to reading and interpreting documents; and (4) Internet resources for teachers of historical thinking. (BT)
Teaching Artistically Able Students with Exceptionalities by Robin A Johnson( )

2 editions published in 2003 in English and held by 216 WorldCat member libraries worldwide

Creating differentiated art curricula to accommodate artistically talented student individual needs may enhance student performance and program outcomes. This digest discusses: (1) individual education plans for artistically able students with exceptionalities; (2) subgroups of students with dual exceptionalities; (3) methods of teaching students with dual exceptionalities; and (4) methods of teaching students with specific disabilities. (Contains 12 references.) (BT)
Developing an International Framework for Education in Democracy by Charles F Bahmueller( )

2 editions published in 2002 in English and held by 214 WorldCat member libraries worldwide

Is it possible to develop an international consensus on the meaning of democracy and education for democratic citizenship? A cooperative project administered by the Center for Civic Education (CCE) in Calabasas, California is attempting to answer this question. Since 1996, the CCE has been developing "An International Framework for Education in Democracy," an international project with advisors and critics from every inhabited continent. This Digest discusses: (1) the purpose of the project to develop the International Framework; (2) the structure and content of the International Framework; and (3) the ongoing process of developing the International Framework. (BT)
The 2001 NAEP in U.S. History by John J Patrick( )

2 editions published in 2002 in English and held by 214 WorldCat member libraries worldwide

Since its inception by the United States Congress in 1969, the National Assessment of Educational Progress (NAEP) has collected information about what U.S. students know and can achieve in core subjects of the school curriculum. The U.S. history NAEP assessments were conducted in 1986, 1988, 1994, and 2001. This digest discusses: (1) the framework of the 2001 NAEP in U.S. history; (2) the assessment procedures; and (3) the findings of this national assessment of achievement in U.S. history by students at grades 4, 8, and 12. (BT)
Teaching about the United States Supreme Court by Sarah Drake( )

2 editions published in 2001 in English and held by 212 WorldCat member libraries worldwide

This digest highlights the Constitutional and statutory foundations of the United States Supreme Court, discusses the changing role of the Supreme Court, and recommends online resources helpful in teaching and learning about the United States Supreme Court. The digest addresses general concerns of delegates at the Constitutional Convention, Federalist 51, Federalist 78, the Judiciary Act of 1789 (establishing and organizing the federal judiciary), judicial review, Marbury v. Madison (1803), and what enables the Supreme Court to secure justice. (BB)
State Standards for Civic Education by John J Patrick( )

2 editions published in 2003 in English and held by 212 WorldCat member libraries worldwide

A recent report, "Educating Democracy: State Standards to Ensure a Civic Core," was issued by the Albert Shanker Institute of the American Federation of Teachers. This report comparatively analyzes and evaluates the standards for the teaching and learning of civics which state-level departments of education in the United States have developed. This Digest addresses the following: (1) the purposes and rationale for this inquiry about state standards for civic education; (2) the criteria that guided the inquiry; (3) the findings of the inquiry; and (4) suggestions for improving civic education. (Contains 12 references.) (BT)
Japanese education in grades K-12 by Lucien Ellington( )

2 editions published in 2001 in English and held by 210 WorldCat member libraries worldwide

Japan's educational system, in particular its K-12 schools, remains one of the very best in the world. This digest provides an overview of the following topics: (1) Japanese educational achievements; (2) the structure of K-12 education in Japan; (3) the K-12 curriculum, with an emphasis on social studies education; (4) educational reform in Japan; and (5) Web sites on Japanese education. (BB)
Civic knowledge, attitudes, and experiences of ninth graders in the United States : results from the IEA Civic Education Study by Carole Hahn( )

2 editions published in 2001 in English and held by 208 WorldCat member libraries worldwide

What do ninth grade students in the United States know about democracy and democratic principles? What attitudes do they have toward civic issues? What experiences have they had in democratic participation and how engaged do they expect to be in the political arena as adults? How do youth in the United States compare with their peers in other nations on indicators of civic knowledge and engagement? Those questions and others were addressed in the recent Civic Education (CivEd) study conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). This digest reports the main findings of the United States portion of the IEA CivEd study. (BB)
Teaching primary school children about Japan through art by Patricia Berg Ward( )

3 editions published in 2000 in English and held by 201 WorldCat member libraries worldwide

There are a variety reasons for teaching about Japan. Many students in the United States are of Japanese heritage; Japan is the second largest trading partner of the United States; and some healing still needs to occur between the United States and Japan because of the damage and pain of World War II. Further, the Unites States and Japan share the Pacific Ocean, its waters and fisheries. Mutual cultural understanding and effective communication skills are necessary for the best use of these shared resources. Many primary teachers excel at teaching about Japan through activities about food, language, holidays, and artifacts. Learning about Japan through the visual arts also should be a part of this list of activities. Visual thinking provides the opportunity to focus carefully on an image in order to recall and reproduce it at a later time; to delve into an image in order to understand its deeper implications; and to take time to look at an image in order to provide a place of serenity and quiet in the midst of a fast, harried world. Two- and three-dimensional representations are powerful ways by which to integrate Japanese studies into curricular areas and into the development of critical thinking skills. The ideas in this ERIC Digest are offered to stimulate thinking about Japanese art, visual thinking, and practical ways for studying about Japan using art. Lessons can be integrated into other curriculum areas including mathematics and social studies. (Contains 11 references.) (LB)
Teaching the Declaration of Independence by John J Patrick( )

2 editions published between 2002 and 2003 in English and held by 194 WorldCat member libraries worldwide

The Declaration of Independence is the founding document of the United States. It is part of the social studies core curriculum in U.S. schools. By the time they graduate from high school, students are expected to know the main ideas in the Declaration of Independence and their significance. This digest discusses: (1) the origins of the Declaration of Independence; (2) the structure and key ideas of the document; (3) how to teach the document; and (4) World Wide Web sites about the document for teachers and students. (Contains 12 references.) (BT)
Law-Related Education and Delinquency Prevention by Michelle Parrini( )

2 editions published in 2002 in English and held by 194 WorldCat member libraries worldwide

Evidence from research/evaluation studies indicates that the principles underlying law-related education (LRE) programs address the factors that put youth at risk for delinquency. Although rigorous evaluations of LRE are limited, what evidence exists suggests that LRE has potential to prevent delinquency and problem behavior. This digest discusses: (1) the connection between LRE and delinquency prevention; (2) the impact of successful LRE on delinquency prevention; and (3) future directions of LRE programs that address delinquency. The digest suggests that adopting additional characteristics of effective prevention programs to enhance the delinquency prevention potential of LRE should be explored. (BT)
Tips for social studies teachers : activities from ERIC by Laurel R Singleton( Book )

5 editions published in 1983 in English and held by 193 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, 8, p, e, i, s, t
Improving Civic Education in Schools by John J Patrick( )

2 editions published in 2002 in English and held by 192 WorldCat member libraries worldwide

Civic education is the teaching of knowledge, skills, and dispositions needed to become a responsible and effective citizen of a representative and constitutional democracy. Although civic education has been part of the core curriculum of elementary and secondary schools since the founding of the United States, in recent years leaders in education, government, and the general public have expressed concerns about the quality and outcomes of civic education in U.S. schools. They have called emphatically for the renewal and reform of civic education in schools. This digest discusses (1) the current deficiencies of civic education in schools; (2) research-based recommendations for improving content and pedagogy of civic education; and (3) Internet resources on improving civic education in schools. (Contains a list of 12 references and ERIC resources.) (BT)
Teaching about Federalism in the United States by Frederick D Drake( )

2 editions published in 2002 in English and held by 191 WorldCat member libraries worldwide

Although it was not directly named in the U.S. Constitution, federalism is a central principle of U.S. government. It is important for students to learn about federalism to comprehend the U.S. federal system and recognize examples of federalism in other countries. Teaching and learning about federalism is essential to education for citizenship in a democracy. This digest: (1) defines federalism and discusses basic characteristics of the U.S. federal system; (2) provides an overview of the changing nature of federalism in the United States and internationally; (3) calls upon teachers to conduct deliberative discussions of federalism in relationship to other principles of constitutional democracy; and (4) recommends Internet resources related to federalism. (BT)
 
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Audience level: 0.45 (from 0.42 for Learning h ... to 0.52 for Guide to t ...)

Alternative Names
ChESS

Clearinghouse for Social Studies

E.R.I.C./C.H.E.S.S.

E.R.I.C. Clearinghouse for Social Studies/Social Science Education

Educational Resources Information Center (√Čtats-Unis). Clearinghouse for Social Studies/Social Science Education

Educational Resources Information Center U.S. Clearinghouse for Social Studies/Social Science Education

Educational Resources Information Center Washington, DC Clearinghouse for Social Studies, Social Science Education

ERIC CHESS

ERIC Clearinghouse for Social Studies/Social Science Educat

ERIC Clearinghouse for Social Studies, Social Science Education Boulder, Color

United States Educational Resources Information Center Clearinghouse for Social Studies

United States Educational Resources Information Center Clearinghouse for Social Studies/Social Science Education

Languages
English (45)