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| 2421 |
The use of the oral history teaching approach in social studies towards strengthening national values and identity among Kuwaiti youth: A consideration of Kuwait Vision 2035
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Doctor of Philosophy ; Department of Curriculum and Instruction ; Bradley Burenheide ; The study examined three factors in order to demonstrate and prove the effectiveness of implementing oral history in teaching social studies: teachers’ perceptions, teachers’ familiarity, and oral history’s effectiveness as a teaching approach. The goal of the study was to answer the following research questions: (1) what are the perceptions of middle-school social studies teachers concerning the use of oral history as a teaching approach, (2) how familiar are social studies teachers with the oral history-based approach, and to what extent is it incorporated into their teaching, and (3) how effective is using an oral history-based approach in social studies to improve Kuwaiti students’ national values and identity? Purposeful sampling was used in the selection of participants. This included focus group discussion, interviews, survey questionnaires, and observation notes, which were used for data collection. Thematic analysis was used to analyze the data after it was gathered. The findings were categorized into three themes; (a) perceptions of middle-school social studies teachers concerning the use of oral history as a teaching approach, (b) familiarity of social studies teachers using oral history as a teaching approach, which included the extent of its integration into their teaching, and (c) effectiveness of teaching social studies using an oral history approach to improve Kuwaiti students’ national values and identity. The implications may be applied to a wide range of professional approaches as well as practical applications appealing to a variety of aspects, but in particular to the educational setting. The most noteworthy finding of this research study was the need to integrate the oral history approach at the institutional level in order to jump-start the approach’s implementation within classrooms. Social studies teachers perceived oral history as an effective teaching approach for multiple reasons. The first reason was due to its ability to create high engagement within the classroom, increasing students’ responses. Another reason was it was viewed as an efficient tool for personal and intellectual development among students. It was also viewed as a supplementary learning material and a useful research tool in class. In addition, it was an effective social tool for improving students’ national values and identity by increasing awareness. It was a critical part of the learning environment. A number of recommendations for further studies have been forwarded in the hopes of applying these to effectively and continuously use the oral history-based approach in the classroom; the educational institutions, as well as the state, should spare no effort in the production of resources and materials in order to support teachers. Providing skills, training, and seminars should be considered in order to elevate and promote oral history-based approach within classrooms.
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Keyword:
National Identity; National Values; Oral History Approach; Social Studies; Social Studies Teachers; Teaching Method
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URL: https://hdl.handle.net/2097/41323
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| 2422 |
Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students
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| 2423 |
The impact of the use of printed instructional materials with native language support on immigrant students’ performance in high school mathematics
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| 2424 |
SELECTION AND EVALUATION ABOUT HEALTHY OR MATURE PERSON CATEGORY FROM “BIG-FIVE” MODEL ; SELECCIÓN Y EVALUACIÓN DE CATEGORÍAS ACERCA DE LA PERSONA SANA O MADURA DESDE EL MODELO DE LOS "CINCO GRANDES"
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In: Anales de Psicología / Annals of Psychology; Vol. 13 No. 1 (1997); 1-18 ; Anales de Psicología / Annals of Psychology; Vol. 13 Núm. 1 (1997); 1-18 ; 1695-2294 ; 0212-9728
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| 2425 |
Irakurtzeko eta idazteko zailtasunei aurrea hartzeko esku-hartze didaktikoa
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| 2426 |
Interdependencia lingüística en la comprensión de cuentos tradicionales en Educación Infantil
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| 2427 |
Tratamiento integrado de lenguas y cuento folclórico: competencia común subyacente
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| 2428 |
Propuesta didáctica para trabajar los textos instructivos en Educación Primaria
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| 2429 |
Irakaskuntza eleanitza aurrera eramateko jarraibideak lehen hezkuntzan
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| 2430 |
Akatsak eta gogoeta metalinguistikoa Lehen Hezkuntzako lehen zikloan ; Errores y refelxión metalingüística en el primer ciclo de Educación Primaria
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| 2432 |
FUZER, Cristiane; CABRAL, Sara Regina Scotta. 2014. Introdução à gramática sistêmico-funcional em língua portuguesa . Campinas: Mercado de Letras. 228p. ISBN 978-85-7591-326-0.
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 33, Iss 2, Pp 645-653
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| 2433 |
Dimensão ergo-dialógica do trabalho do tradutor intérprete de libras/português: dramáticas do uso de si e debate de normas no ato interpretativo
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 1121-1150
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