The Integration Of Social Studies

It is not enough for our students to be citizens of the United States of America; they are faced with the challenge that no other generation has: they are citizens of the world. Social studies, as a focus in classrooms today must be more than a history class. In fact, social studies should include all content areas and be included in all content areas. In math, it is not enough to learn isolated logarithms; students should explore economics and the interdependence of the world economies.

behaviours, and ways of living that an immigrant or minority individual makes as a result of adapting to the mainstream cultural or behavioural norms (Berry, Kim, Minde, & Mok, 1987). Acculturation often results in changes to culture, customs, and social institutions. In this modern era, through technology and media, people have been constantly engaging online to learn and understand new cultures, norms and languages. Acculturation is more than simply learning the English language, but also understanding

to no additional financial resources to engage in meaningful social and recreational activities in the community. These barriers are further compounded by pervasive negative attitudes toward mental illness that result in discrimination in housing, employment, and social life. I chose this article because I feel it addresses the issues faced in more rural communities such as the areas which I live and work. Abstract Community integration refers to the notion that individuals with disabilities should

Preston-Grimes, discusses how the integration of social studies should be “to create children who will be able to use the disciplines to advance democratic thought and life.” The author goes on to explain that is about creating different ways of thinking and not just focusing on bits of information. In addition, social studies should not simply be about learning small pieces during a reading lesson. Ms. Preston-Grimes stresses that true integration of social studies allows students develop thought

Pascarella and Terenzini (1983) generated the integrating summary scales to measure the two variables social and academic integration, distinguished by Tinto’s (1975) model of college student persistence. This instruments has been known as one of the most fruitful and valid tools to assess academic and social integration, the major dimensions of Tinto’s (1975, 1987, and 1993) student departure model, respecting to interactions among faculty, peers, and the university environment (Andreatta, 1998;

Introduction Humans are, by nature, social creatures. We are a species that thrive on social meaning, affected dramatically by even the idea of isolation. In fact, research indicates that a person’s perception of their social isolation, or loneliness, contributes to poor cognitive performance, as well as increasing in rate of cognitive decline. It negatively affects executive functioning, with increases in negativity and depressive cognitive symptoms (Cacioppo, 2009). If loneliness has a detrimental

Multiple arguments indicate such barriers as students’ academic, cultural and social integration within the university settings as the chief explanations of student retention. Additionally is described the foundational opportunities to cultural integration of students in aspects that not only distinguish them, yet otherwise includes the “non-financial social assets that promote social mobility beyond economic means (Bourdieu. 1986).” Examples can include education, intellect, style

retained if they are familiar with their academic advisor and meet with him frequently in the course of their first semester (2013). Furthermore, in 2004 the ACT conducted a study of retention practices of four year public colleges. The outcomes advance the strong correlation between advising and retention. Moreover, the study points to academic advising alongside first year programs and learning support services as providing a considerable impact to student retention in public colleges. The findings

effectively incorporate technology into instruction (Chickasanda, Otrel-Cass, Williams, & Jones, 2013; Li & Choi, 2014). According to studies conducted by Petko (2012) and Mama and Hennessy (2013), teachers’ personal values and beliefs play a part in effective technology integration. The statement “Teachers are the stakeholders primarily responsible for the integration of technology into the curriculum…” addressed the relationship

reviewing eight articles on this topic. (Watts et al. 2014) The second article I examined was a correlation study entitled “Sensory Integration and Praxis Patterns in Children with Autism” This study was conducted by Susanne Smith Roley, Zoe Mailloux, L. Diane Parham, Roseann C. Schaaf, Christianne Joy Lane, and Sharon Cermak. The objective of the study was to characterize sensory integration (SI) and praxis patterns