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The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study

Description: This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school. The conclusions were as follows: 1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference. 2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects. 3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch. 4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed. 5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style. 6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment. 7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between …
Date: August 1990
Creator: Woodring, Betty Gregory
Partner: UNT Libraries
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A Study of Teachers' Attitudes Toward the "New" Social Studies

Description: The purpose of this study is to determine the effects of three different types of in-service or preservice training on the attitudes of sixth-grade teachers in selected Texas school districts toward the "new" social studies. The types of preparation compared are the following: completion of a social studies methods course within the last two years, attendance at a social studies in-service training session at least three hours in length within the past year, a major or minor in one of the social science disciplines, or combinations of these. Additional variables such as age, teaching experience, classroom organization, degrees held, and textbooks being used are also considered. Three hundred twenty-four respondents from thirteen school districts completed a two-part questionnaire. Part A seeks biographical, educational, and experiential information. Part B contains thirty-nine statements about social studies education to which the participants respond on a six-point Likert-type scale. Data are treated with a one-way analysis of variance, and hypotheses are retained or rejected at the .05 level of significance. When a significant F-ratio is found on data having more than two groups, the Fisher's t for multi-type comparisons is applied to determine where the significant differences occur.
Date: August 1973
Creator: McIntosh, Carolyn Jo Johnson, 1938-
Partner: UNT Libraries
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The Possibilities of the Use of Visual Aids in Social Studies in the Intermediate Grades in the Denton Public Schools

Description: The purpose of this study is to determine the possibilities of visual aids as an aid to the learning process in the social studies of the intermediate grades of the Denton public schools, with particular emphasis on the moving picture films and film strips available for use as visual aids in the social studies subjects.
Date: 1949
Creator: Sauls, Olga Borth
Partner: UNT Libraries
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Teacher Perceptions and Applications of the Texas Assessment of Academic Skills (Taas) in the Seventh-Grade Social Studies Curriculum

Description: This investigation sought to determine how seventh-grade social studies teachers perceive TAAS objectives for social studies, language arts, and mathematics and how they apply them in the classroom. A detailed questionnaire was submitted to fifty teachers in the Dallas metropolitan area; a 72 percent. return was received. Though teachers expressed a favorable attitude toward emphasizing the higher-level thinking objectives, many indicated that their lesson plans and teaching methods have remained unchanged in the past year. The data suggests that teachers want and need additional training and teaching resources to satisfy the call for incorporating performance-based assessment into the classroom curriculum. TAAS standards cannot drive the intended curriculum improvements without a model for reorienting instructional practices.
Date: August 1994
Creator: Harmon, Larry G.
Partner: UNT Libraries
open access

A Brief Reevaluation of the History of the Idea of Progress in Regard to Social Philosophy and Sociology

Description: The thesis offers an exposition and tentative solution of two problems: a definition of the Idea of Progress, and classification of social philosophers and sociologists according to this definition. Twelve propositions, or assumptions, are used to define the Idea, and works of selected philosophers from Hesiod to Parsons are examined in the light of this definition. Historical examination reveals that the Idea's acceptance reaches a zenith in the early nineteenth century, after which it lost credibility, becoming virtually discarded by mid-twentieth century.
Date: December 1983
Creator: Kurtz, Steven J. (Steven John)
Partner: UNT Libraries
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A Study of Selected Dichotomous Typologies in Modern Social Theory

Description: It is the purpose of this thesis to examine systematically the theories of selected sociologists and anthropologists with the end in view of determining whether or not or to what degree the various dichotomies are valid and useful. In addition to specific criticisms of doctrines peculiar to individual theorists, an attempt will be made to answer the following questions: What are the theoretical sources from which the dichotomies of types of social life in modern sociological and anthropological theory are derived? Are the dichotomies based upon legitimate contrasts which can be demonstrated empirically? To what extent do the value orientations of the theorists bias their results? How valuable are the dichotomies as guides to empirical investigation? To what extent do the dichotomous theories contribute to an understanding of the causes and directions of social change?
Date: August 1952
Creator: Middleton, Russell
Partner: UNT Libraries
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