JSSE - Journal of Social Science Education 

About: JSSE - Journal of Social Science Education is an academic journal. The journal publishes majorly in the area(s): Politics & Citizenship. It has an ISSN identifier of 1439-6246. Over the lifetime, 363 publications have been published receiving 3015 citations.

Controversy in the Classroom. The Democratic Power of Discussion

Abstract: “One warm day in the spring of 2006, I visited a U.S. History class at a public charter school in a large Midwestern city …” (p. 1) This is the beginning of Diana Hess’ book about the methods of democratic discussion in classroom and it indicates its strong narrative quality including several teacher portraits and scenic vignettes. The book is winner of the 2009 “Exemplary Research in Social Studies” award from the National Council for the Social Studies. In an interview with Kerry G. Hill for the campus journal (School of Education, University of Wisconsin http://campusconnections.education.wisc.edu/post/LEARNING-Diana-Hess.aspx) the author roots the book’s content back to her own biography and socialization: While growing up in northern Illinois, Diana Hess recalls members of her family engaging in lively, raucous political discussions. “Disagreement wasn’t a negative thing,” she remembers.

Does Lesson Study Have a Future in the United States

Abstract: This paper introduces \"lesson study\" as used in Japan to improve instruction. Lesson study is the process of planning, conducting, and discussing the research lesson for teachers to study. Four features are identified as essential to Japanese lesson study: (1) a shared long-term goal for teachers; (2) important lesson content; (3) careful study of students; and (4) live observations of lessons. Teachers learn from lesson study and research lessons because of the opportunity to think carefully about goals of the particular content area , unit, and lesson and about long-term goals for students. Research lessons give teachers a change to learn from other teachers, and they offer a way to deepen knowledge of subject matter. Studying research lessons helps a teacher develop instructional expertise and build the capacity for collegial learning. They allow the teacher to develop \"the eyes to see students.\" Several features of the Japanese educational landscape support lesson study, including a shared and frugal curriculum, established collaboration, a belief in improving teaching through collective effort, and the practice of critical self-reflection. Japanese teachers face a certain stability in educational policy and tend to focus their instructional improvement time on instruction as they maintain a focus on the whole child. Some of the barriers facing lesson study in the United States are described. (Contains 48 references and 12 endnotes.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Nagoya Journal .of Education and Human Development, 2002, No. 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND C-) DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

The Politics of League Tables

Abstract: The article focuses on the political usages of OECD- and IEA-type studies on student achievement, and suggests that we examine in more detail how policy makers use results from international comparisons to advance fundamental school reform at national level. The author categorizes three types of policy reactions to league tables: (1) scandalization, (2) glorification, and (3) indifference. Drawing from media reports and policy debates that emerged right after the release of the results from TIMSS, PISA, and the Civic Education Study, the author points at the different policy reactions that these OECD and IEA studies have had in various national contexts. In Japan, for example, the release of TIMSS led to a self-affirmation or glorification of Japanese methods in science and mathematics, whereas the release of PISA in Germany triggered self-criticism or scandalization, and strengthened existing demands for a fundamental reform of the German educational system. Most striking is the political indifference that the release of the IEA Civic Education encountered in Germany. German students held the last rank in the international league table on attitudes towards immigrants (Civic Education Study), whereas they scored below OECD-average in reading literacy (PISA). The author provides a few tentative explanations for the following question: why was there such a political spectacle about the reading literacy scores of German students given that German students did far worse with regard to xenophobia?

A platform for a shared discourse of interdisciplinary education

Abstract: Disciplinarity 2. Interdisciplinary Historical Context 3. Interdisciplinary Definition 4. Interdisciplinary Pedagogy and Skills Abstract "Disciplinarity" and "interdisciplinarity" have become keywords for knowledge and education in the twenty-first century. This development requires that administrators, curriculum planners, and teachers at all levels of the educational system have a common understanding of both terms and their relationship. The primary case study is the school level in the United States. Yet, comparisons with other nations suggest a platform for longer-term international dialogue that bridges the discourses of interdisciplinarity across national contexts as well as school and university levels. A shared discourse and programs of teacher training require awareness of historical contexts of interdisciplinary education, major terminology for distinguishing design models, characteristic pedagogical approaches, and related learning skills.

Not for Profit

Abstract: In this book Nussbaum makes a strong case for the importance of the liberal arts in education. If the economic pressure of globalization is not kept under control, the end result might be an erosion of our democracies. The book is more a manifesto (178 pages) and not an empirical study. Quantitative data have been omitted.