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Article
Publication date: 1 May 2001

Rosa Katherine Pawsey and Pamela Howard

Surveys confirm that ice can be a vector for gastrointestinal disease, its quality reflecting the water from which it was made. High levels of organisms which indicate hygiene…

Abstract

Surveys confirm that ice can be a vector for gastrointestinal disease, its quality reflecting the water from which it was made. High levels of organisms which indicate hygiene failure, as well as faecal contamination and/or the presence of pathogenic bacteria, viruses, protozoa or cryptosporidia have been found. While potable water is the minimum water quality required for ice production, good hygienic practices are needed for the production and handling of ice. Microbiological standards for ice have not yet been agreed in either Europe or in the UK, but the minima desirable are those required of potable water. Ice should not be consumed unless there is confidence in the hygiene of its production.

Details

British Food Journal, vol. 103 no. 4
Type: Research Article
ISSN: 0007-070X

Keywords

Article
Publication date: 1 January 1983

Janet L. Sims‐Wood

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the…

Abstract

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Details

Reference Services Review, vol. 11 no. 1
Type: Research Article
ISSN: 0090-7324

Article
Publication date: 1 July 2006

Katherine A. O’Connor, Amy J. Good and H. Carol Greene

This teleobservation pilot study focuses on an innovative approach for the preparation of elementary social studies preservice teacher candidates through the use of interactive…

Abstract

This teleobservation pilot study focuses on an innovative approach for the preparation of elementary social studies preservice teacher candidates through the use of interactive videoconferencing to provide observations of elementary classrooms. Preservice teacher candidates observed social studies lessons team-taught by regular classroom teachers and university professors in public school classrooms via videoconferencing equipment. Preservice teacher candidates remained on campus while another professor guided them through the social studies observation. Qualitative data were collected from preservice teacher candidates completing their social studies methods course through reflective summaries, KWL charts, and archived threaded discussions. The benefits and challenges of teleobservation are discussed along with implications and possibilities for future work. Specifically, the goals of this project included providing future social studies teachers with the following opportunities: 1) observe an elementary classroom in real-time; 2) discuss teaching as it is happening, and 3) observe university social studies professors modeling theory into practice.

Details

Social Studies Research and Practice, vol. 1 no. 2
Type: Research Article
ISSN: 1933-5415

Article
Publication date: 7 September 2021

Katherine Perrotta

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their…

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Abstract

Purpose

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.

Design/methodology/approach

Case study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.

Findings

Major findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.

Originality/value

In light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

Details

Social Studies Research and Practice, vol. 16 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 10 September 2018

Katherine Perrotta

The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings…

Abstract

Purpose

The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings, titled “The Elizabeth Jennings Project” (EJP) creates conditions conducive for middle and secondary social studies students to demonstrate historical empathy.

Design/methodology/approach

A case study methodology was selected for this study because the researcher implemented the EJP at one school with a small sample size of participants to assess which pedagogical factors, if any, fostered historical empathy through analysis of an underrepresented historical figure among middle and secondary social studies students.

Findings

Major findings highlight that active learning pedagogies, such as in-class debate, were effective strategies that promote historical empathy when middle and secondary students examined documents about an underrepresented historical figure. Analysis of the implementation of “The EJP” provides insights about how historical empathy pedagogies can connect to national standards and initiatives such as the Common Core Standards for History/Social Studies and the National Council for the Social Studies College, Career, and Civic Life Framework for middle and secondary social studies.

Originality/value

Historical empathy refers to deep inquiry in which intellectual and affective responses to content are shaped through source analysis of the actions, motives, perspectives and beliefs of people in the past. Although there are several studies that address pedagogies that promote historical empathy through examinations of famous historical figures, there is limited research concerning whether students display historical empathy by investigating underrepresented historical figures such as Elizabeth Jennings.

Details

Social Studies Research and Practice, vol. 13 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 1 March 2016

John H. Bickford III and Katherine A. Silva

State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased…

Abstract

State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller’s teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy’s story, thus, complements Keller’s in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.

Details

Social Studies Research and Practice, vol. 11 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 17 January 2022

Kathleen Riley and Katherine Crawford-Garrett

In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies…

Abstract

Purpose

In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies within literacy teacher education and share explicit examples of how these pedagogies might be operationalized in actual classroom settings.

Design/methodology/approach

This study is based on 10 years of qualitative, teacher inquiry research on authors’ shared practice as literacy teacher educators and has included focus groups with students, the collection of student work and extensive field notes on class sessions.

Findings

Contextualized within decades-old calls for humanizing teacher education practices, this study puts forward a framework for teaching literacy methods that centers critical, locally contextualized, content-rich approaches and provides detailed examples of how this study implemented this framework in two contrastive teacher education settings comprising different institutional barriers, regional student populations and program mandates.

Originality/value

The proposed framework of critical, locally contextualized and content-rich literacy methods offers one possibility for reconciling the divergent debates that perpetually shape literacy teaching and learning. As teachers are prepared to enter classrooms, the authors model concrete approaches and strategies for teaching reading within and against a sociopolitical landscape imbued with White supremacist ideals and racial bias.

Details

English Teaching: Practice & Critique, vol. 21 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 16 February 2015

Carlo Marco Belfanti

This paper aims to reconstruct the process that led to the appropriation of history – of a particular historical period, the Renaissance – as an intangible asset in the promotion…

Abstract

Purpose

This paper aims to reconstruct the process that led to the appropriation of history – of a particular historical period, the Renaissance – as an intangible asset in the promotion of Italian fashion on the international market after the Second World War.

Design/methodology/approach

The paper reconstructs the process that led to the appropriation of history – of a particular historical period, the Renaissance – as an intangible asset in the promotion of Italian fashion on the international market after the Second World War.

Findings

The successful debut of Italian fashion in the fifties can be explained through an intelligent marketing campaign which placed it directly in the centre of a well-known, appreciated, not to say indisputable, tradition of “good taste”: that of the Renaissance. Connecting Italian fashion with Renaissance Italy meant in fact introducing a kind of ante litteram guarantee of provenance – a “country branding” - recognized throughout the world, which, at the same time, evoked the splendour of a period in which Italian taste was a model to follow and imitate.

Originality/value

The studies on the history of the Italian fashion business have accepted the association of Italian fashion with Renaissance tradition as an element to be taken for granted, without inquiring into the historical legitimacy of such a coupling (either in the way in which it was produced or why it had such an important role). This paper dismantles the consistent rhetorical sedimentation with which the subject is encrusted and provides a new insight, showing that such continuity did not exist; on the contrary, it was the product of a marketing strategy.

Details

Journal of Historical Research in Marketing, vol. 7 no. 1
Type: Research Article
ISSN: 1755-750X

Keywords

Article
Publication date: 1 February 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Details

Reference Services Review, vol. 2 no. 2
Type: Research Article
ISSN: 0090-7324

Article
Publication date: 28 September 2010

Katherine Terrell and Michael Troilo

The purpose of this paper is to research the extent to which different types of values influence a woman's decision to become an entrepreneur.

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Abstract

Purpose

The purpose of this paper is to research the extent to which different types of values influence a woman's decision to become an entrepreneur.

Design/methodology/approach

The paper constructs a two‐stage model to capture the entrepreneurial decision. In the first stage, life values affect the decision to enter the workforce. In the second stage, work values impact the type of employment sought: entrepreneur vs employee.

Findings

It is found that women whose life value is that “men should have scarce jobs before women” are less likely to participate in the labor force and hence less likely to become an entrepreneur; work values of initiative, achievement, and respect are positively correlated with entrepreneurship.

Research limitations/implications

The definition of entrepreneurship is limited to those who are self‐employed.

Practical implications

The findings have important policy implications. If policy makers wish to spur the rate of entrepreneurship among women to make it approach or reach the same rate as men's, raising young women's awareness that they need not hold themselves secondary to men in the job market and instilling in them work values of achievement, initiative, and respect are important.

Social implications

If policymakers address values that impede women's economic participation, they have the potential to assist both women's social status as well as their economic well‐being.

Originality/value

The contribution and originality of the work is the synthesis of labor economics and entrepreneurship scholarship in the two‐stage model of how values influence a woman's decision to become an entrepreneur.

Details

International Journal of Gender and Entrepreneurship, vol. 2 no. 3
Type: Research Article
ISSN: 1756-6266

Keywords

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