Rubrics/ assessment criteria.

Yes=1; Needs improvement: 0.5.; No= 0.

Scale 1/10
each

1. Four reports published in or after 2009 in a refereed journal. Use APA. Identification of title,
author, publisher, database, Doi or link.
2. Cite and highlight (in yellow background) the population and the length of the study.
3. Cite and highlight ( in turquoise background) the research method
4. Cite and highlight (in red) the results and interpretation.
5-7 Write a brief summary of the report either in Spanish or English.
6. State the contribution of this research report to your research interest.
7-10. Complete the table below to compare the four studies.
Total Grade

Population
and length of
the study

Propose

The Challenges of Social Studies Educators for Effective

Teacher Preparation and Implementation of the Universal
Basic Education Programme in Nigerian Junior
Secondary Schools
The length is not clear. It is not mentioned in the text.
The population of the study consists of 47 social studies
teachers in public junior secondary schools in the Orlu
education zone of Imo State. The sample consisted of 20
social studies teachers that were selected based on two
proportionate stratified random sampling techniques. The
social studies teachers were stratified against local
government area, in this respect, two social studies teachers
were selected from 10 local government areas comprising the
Orlu education zone
The main purpose of this study was to find out social studies
teachers instructional capability for effective implementation
of the UBE programme in junior secondary schools in Orlu
education zone of Imo State of Nigeria. Specifically, the study
sought to determine the quality of the teacher preparation
programmes

The State of Social Studies in Basic Education

Schools in Oman

The Missing Link in School Reform

This study involved a population of all social studies

teachers in basic education schools of the second cycle
(grades 5-10) in all Omani governorates. This population
comprised (1652) social studies teachers (764 males and
888 females) distributed in 381 basic education schools
of the second cycle

She focused on a large-scale project conducted in the New York

City public schools. They followed more than 1,000 fourth- and
fifth-grade teachers in a representative sample of 130 elementary
schools. In addition they surveyed more than 1,200 kindergarten
through fifth grade teachers in one New York City subdistrict and
asked them to report how competent they felt teaching particular
aspects of math

The purpose of the present study was to explore the

state of social studies in basic education schools in the
current reform to help policy makers and curriculum
designers consider future revisions.
The current study sought to provide an understanding of
the state of social studies from social studies teachers'
perspectives. In particular, the study examined teachers
perceptions on the state of social studies in terms of
rationales for teaching social studies, content areas
emphasized in the social studies curriculum, instructional
methods used in teaching social studies, and important
subject areas taught in schools.

Analyze the real role of teachers, experts and principals in the

improve of education in United States because these three beliefs
in the power of teacher human capital, the value of outsiders,
and the centrality of the principal in instructional practiceform
the implicit or explicit core of many reform efforts today.

The research
method

The design adopted for this study is survey with population

that was selected based on two proportionate stratified
random sampling techniques

They designed a survey consisting of five parts:

Demographic data of participants, preferred rationales for
teaching social studies, content areas emphasized in
social studies curriculum, instructional methods used by
teachers, and the importance of social studies in schools.
A panel of educators reviewed the survey for modify it. It
was pilot tested with a group of teachers and modified
accordingly. Data were collected during the spring
semester of 2011. Statistical analyses included
descriptive statistics such as means, standard
deviations, and percentages

Result and
interpretation

Findings from this study established that: 1) Social studies

teachers are not adequately aware of the objectives of the
UBE programme. 2) ICTs are not used in teaching social
studies; this limits the resource base of the teacher. 3) The
social studies teachers are not ICT-skilled but they have
interest and motivation in being ICT-skilled. 4) The Social
studies teachers are not exposed to reforms in education. 5)
The existing social studies curriculum is not functional in
terms of injecting practical skills and vocational training in the
learner.
Analysis was limited to connect their data with findings of
other investigations for assert their results

Teachers have positive views on the importance of social

studies in developing knowledge, skills, values, and
dispositions associated with citizenship.
Social studies curriculum seems that there is much
emphasis on topics related to Oman (e.g., history,
geography, roles and responsibilities of citizens). Global
education should be a major focus of social studies.
The most widely used teaching methods were those
methods that adopt student-centered strategies. It
supports efforts made by the MOE for create a learning
environment that encourages students to take
responsibility for their own learning.
One of the striking findings of this study was that
teachers reported having limited opportunities to
participate in professional development opportunities. In
fact, it has been noted that there are several issues
facing teacher training in Oman, including the training is
over-theoretical, the training is delivered in a didactical
manner and does not respond to teachers issues and
concern, and the trainers are not sufficiently expert in the
content. With the lack of training opportunities, teachers
are less likely to be aware of recent development in
content knowledge and recent trends in teaching and
learning.
Despite its vital roles in promoting citizenship, social
studies received the lowest rank in terms of importance.

They examined one-year changes in student achievement scores

in mathematics spent with a particular teacher. They also took
into account the economic need, attendance, and special
education status of a child, because these factors might affect not
just the level of student learning but also the rate of learning
growth. The study examined several facets of teacher human
capital, including experience in the classroom and educational
attainment, as predictors of student achievement gains. Also they
measured each teacher's ability to instruct children in the logic of
mathematics.
The human capital indicators included teacher education,
experience, and ability in the classroom.
They compared the rates of turnover in each of the 130 schools in
our New York City study and related those to student
achievement.
To know what the principal did to enhance or hinder teachers
efforts, they used a time diary method, asking principals to record
all their activities during a typical workweek. They had each
principal carry a PDA and record activities when prompted by a
beeper.
The research shows that social capital is also at work in schools.
When a teacher needs information or advice about how to do her
job more effectively, they goes to other teachers. She turns far
less frequently to the experts and is even less likely to talk to her
principal. Further, when the relationships among teachers in a
school are characterized by high trust and frequent interaction
that is, when social capital is strongstudent achievement scores
improve.
Second, their findings suggest that there is not enough emphasis
on the value of teacher stability. They found direct, positive
relationships between student achievement gains in mathematics
and teacher tenure at grade level and teacher social capital.
Third, the principals spending their time on instructional activities
and teacher interaction had no effect on teacher social capital or
student achievement. But principals who spent more of their time
on collaborating with people and organizations outside the school
delivered gains to teachers and students alike.
The results of the research challenge the prevailing centrality of
the individual teacher and principal leadership in models of
effective public education. Instead, the results provide much
support for the centrality of social capitalthe relationships
among teachersfor improving public schools. -the results
suggest that we need to broaden the focus on teacher human
capital to an approach that supports both human and social
capital development for teachers.
This study conducted teacher educational attainment shows little
effect on improving student achievement.
The investments in social capital are cheap by comparison with
human capital and offer far more promise of measurable gains for
students.
This suggests that current political efforts to undercut teacher
stability and experience may come at a very steep cost.

The research found when social capital and human were loose it
would be highly detrimental to student achievement. In the same
sense, teacher tenure can have significant positive effects on
student achievement.
Summary

Contribution
to my thesis

"The challenges of Social Studies educators for effective

teacher preparation and implementation of the Universal
Basic Education Programme in Nigerian junior secondary
schools" by Professors Nigerian University is a empirical
study whose main purpose was to determine the quality of
the teacher preparation programmes with a survey to
teachers that were selected based on two proportionate
stratified random sampling techniques.
This study determined the effective status of implementation
of the UBE programme by social studies teachers and, the
aware extent of teachers about the objectives of the universal
basic education (UBE). On the other hand, It investigated
how social studies instilled creative skills in the learner and
the use of ICTs in the teaching.
They found that teachers unaware the program, they do not
use technological resources in teaching and their students do
not achieve the expected educational achievements. The
study suggests that the universities should adjust to needs of
the universal basic education programme
This is a sociological study and my thesis is a historical study
but are interesting the inquiry fields for obtain relevant
information. The universities like training space affecting as
much the educational perspective of teachers as the choice
of teaching strategies. I think this may be useful for analyze
the influence of university in ideological perspective of
teachers

The study provided insights into some aspects of social

studies in Omani schools in the recent reform. 1652
teacher participated in a survey whose results show that
teachers had positive views on the importance of social
studies in developing citizenship. They implement
instructional methods that help students participate
effectively in learning situations. However, social studies
curriculum shouldn't to be dominated by topics that focus
on Oman and they should focus on topics like global
issues and perspectives. On the other hand, the Ministry
of Education should offer a wide range of in-service
professional development opportunities that meet
teachers professional needs. Finally, teacher must stress
in the importance of social studies for change their low
ranking rate in schools.

Author, year
The Challenges of Social Studies
Educators for Effective Teacher
Preparation and Implementation of
the Universal Basic Education
Programme in Nigerian Junior
Secondary Schools
US-China Education Review B 11
(2012) 947-955
Earlier title: US-China Education
Review, ISSN 1548-6613
http://files.eric.ed.gov/fulltext/ED5388
39.pdf

Problem or issue
The effective status of
implementation of the UBE
programmes by social studies
teachers. This study investigated
the extent of aware of social studies
teachers about the objectives of the
universal basic education (UBE). On
the other hand, It investigated how
social studies instilled creative skills
in the learner and the use of ICTs in
the teaching of social studies.

Length of study
The length is not
clear. It is not
mentioned in the text

The State of Social Studies in

Basic Education Schools in Oman
Saif Al-Maamari, Mohammed Al-Nofli
& Zainab Al-Gharibi
doi:10.5539/ass.v10n7p213
Asian Social Science; Vol. 10, No. 7;
2014
ISSN 1911-2017 E-ISSN 1911-2025
Published by Canadian Center of
Science and Education
http://dx.doi.org/10.5539/ass.v10n7p
213

The state of social studies in basic

education schools in the current
reform in Oman. Particularly, it
explored teachers preferred
rationales for teaching social studies,
content areas emphasized in the
social studies curriculum,
instructional methods used by
teachers, and the importance of
social studies and other school
subjects

The length is not

clear. They mentioned
design, check and fit
the survey. Finally
application and
analyze it. They
mentioned specifically
that data were
collected during the
spring semester of
2011.

The Missing Link in School Reform

Carrie R. Leana
Stanford Social Innovation Review
Fall 2011
Copyright 2011 by Leland
Stanford Jr. University
STANFORD SOCIAL INNOVATION
REVIEW Fall 2011
http://www.ssireview.org/articles/entry
/the_missing_link_in_school_reform

The sorry state of US public

education. Student competence in
basic subjects like science, math and
reading is alarmingly low and trails
that of other nations. Three in 10
public school students fail to finish
high school. Graduation rates for
students in some minority groups are
especially dismal, with just over half
of Hispanics (55.5 percent) and

Between 2005 and

2007
To address the role of
the principal, she drew
on data collected in
the Pittsburgh public
schools over the past
decade.

Theories authors cited

Nworgu (2007), Ibiam (2007), Obuh (2007): These
authors demonstrated the lack and difficulties of
teachers for carry out the educational reform.
Adamechi and Romaine (2000), Ukeje (2000) Esu
and Inyang-Abia (2004), and Mezieobi (2007)
indicated that the focus of the UBE in junior
secondary schools is to equip the learner with
practical, creative skills, values, knowledge, and
ingenuity to become a functional member of the
Nigerian society.
Afe (2003), Nwazuoke (2007), Ukadike and Iyamu
(2007) thought that social studies curriculum, as
quality and effectiveness teacher are imperatives
for realistic implementation of UBE in Nigeria.
Ibiam (2007), Maduewesi (2001) and Ibiam (2007)
noted that educational innovationsand
technological changes are not instantly integrated
into school curricula in Nigeria
Al-Riyami (1996). Social studies teaching were
characterized by the dominance of traditional
teaching methods and limited learning materials.
Al-Nofli (2013) indicated that the instructional
strategies in geography have improved and
modernized.
AlMaamari (2009) found that citizenship education
as a means to build national pride and unity.
Al-Gharibi (2008) found that students did not see
useful social studies.
Al-Nofli (2010), Al-Hamdi, 2013 and Al-Malki,
(2013), (Al-Rabani, 2009), Al-Sarmi (2012),
Bouazza and Al-Mufaraji (2005) studied different
problems about subjects of social studies like
methods, resources, spaces and, themes

Research method
The design adopted for this study is survey
with population that was selected based on
two proportionate stratified random
sampling techniques.

Results

They designed a survey consisting of five

parts:
Demographic data of participants, preferred
rationales for teaching social studies,
content areas emphasized in social studies
curriculum, instructional methods used by
teachers, and the importance of social
studies in schools.
A panel of educators reviewed the survey
for modify it. It was pilot tested with a group
of teachers and modified accordingly. Data
were collected during the spring semester
of 2011. Statistical analyses included
descriptive statistics such as means,
standard deviations, and percentages.

Social capital is a concept that gained traction in

sociology with the publication of James Coleman's
work comparing students in public and parochial
schools. He found that parochial school students
performed better and attributed this to the social
links among parents and within neighborhoods,
which strengthened student support systems. In
business, social capital has received attention
because of its role in creating intellectual
resources within a firm.

They compared the rates of turnover in

each of the 130 schools in our New York
City study and related those to student
achievement.

The top three important rationales why social studies should be taught in
basic education schools were: they helps students acquire core values
and principles of the Omani society, acquire knowledge and skills from
history and the social sciences, and study important issues facing
Omani society.
The most emphasized topics were Omani history and geography, rights
and duties of citizens, population education, geography of the Arab
world, and environmental education. There was a significant progress in
implementing student-centered instructional methods. Unfortunately,
social studies were not regarded as an important school subject.
The most widely used instructional methods were discussion, current
events, cooperative learning, problem solving, story, and brain storming.
Maps and globes, thinking skills, and reading were the most
emphasized skills in social sciences classes.
Findings indicates very low participation of teacher in professional
development activities.
Approximately half of the teachers (48.6%) reported that their students
had high interest in social studies and 47.5% said somewhat of interest.
Only, 3.8 of the teachers reported no interests.
When principals spent more time building external social capital, the
quality of instruction in the school was higher and students scores on
standardized tests in both reading and math were higher.
They found that many elementary school teachers reported that they did
not like to teach math and did not feel particularly competent at it.
Teachers seek advice from their peers more than the experts or the
principal.
Most striking, students showed higher gains in math achievement when
their teachers reported frequent conversations with their peers that
centered on math, and when there was a feeling of trust or closeness
among teachers.
Students whose teachers were more able (high human capital) and also
had stronger ties with their peers (strong social capital) showed the

African Americans (53.7 percent)

graduating with their class. This
disappointing performance has led
educators, policymakers, and parents
to search for ways to improve student
achievement in schools.

highest gains in math achievement. The result shows that when the
teacher teaches the same grade many years, this leads to higher
earnings performance of students.
The research found when social capital and human were loose it would
be highly detrimental to student achievement. In the same sense,
teacher tenure can have significant positive effects on student
achievement.
They found that principals do a significant amount of unplanned work
each day. Principals recorded more than 60 distinct tasks in a five-day.
They spent an average of 57 percent on administrative matters. They
spent a far smaller portion of their time on instructional activities and
external relations