The content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.

While technical aspects of exposures to the naturally occurring radioactive material (NORM) are well explored, social science research on NORM is scarce, poorly indexed and dispersed across peer-reviewed literature, as well as various academic disciplines. Through an exploratory review of grey literature and a systematic review of scientific peer-reviewed articles published until December 2020, this paper addresses the following questions: (a) What are the societal challenges related to NORM? (b) What type of scientific research is being conducted on the societal aspects of NORM and (c) To what extent do the findings answer the identified challenges? Unfortunately, results of this study demonstrate a research gap related to the social, economic and cultural aspects of NORM management. Although the few existing studies offer some insights, for instance in relation to risk perception and risk communication, most of the societal challenges identified have not been addressed yet. This demonstrates the strong need for evidence based social science studies in order to improve the management of NORM.

American adults overwhelmingly agree that the Holocaust should be taught in schools, yet few studies investigate the potential benefits of Holocaust education.
We evaluate the impact of a Holocaust education conference on knowledge of the Holocaust and several civic outcomes, including \"upstander\" efficacy (willingness to intervene on behalf of others), likelihood of exercising civil disobedience, empathy for the suffering of others, and tolerance of others with different values and lifestyles.
We recruit two cohorts of students from three local high schools and randomize access to the Arkansas Holocaust Education Conference, where students have the chance to hear from a Holocaust survivor and to participate in breakout sessions led by Holocaust experts.
We find evidence that the conference increased participants\' upstander efficacy, but fail to reject the null hypothesis that the conference would increase participants\' knowledge or other civic attitudes.

UNASSIGNED: Society\'s demands for better coordination of services for children are increasing. Interprofessional learning (IPL) has been suggested to achieve the triple aim of better services, better outcomes and reduced costs. The aims were to assess 1) to what extent students taking teacher education, health and social care programmes agreed that blended learning was a suitable approach in a mandatory IPL course, 2) to what extent they had learnt about the WHO\'s core IPL competencies (roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork), and 3) the students\' ranking of the learning outcomes from different components of the IPL course.
UNASSIGNED: This was a quantitative cross-sectional study. Students completed an online course evaluation after a two-day combination of online and face-to-face IPL small-group training.
UNASSIGNED: The response rate was 25.8% (n=363). Among the students, 60.6% strongly agreed that blended learning was suitable, while 8.9% strongly disagreed. Among the respondents, 46.8%, 50.2%, 56.8% and 62.3% gained increased insight into roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork, respectively. In ascending order, students were most satisfied with the learning outcomes from the supervision (16.0%), the syllabus (28.6%), the submission assignment (42.4%), the digital learning content of Canvas (43.8%), the combination of everything (43.8%), and the IPL group discussions (78.6%). In stratified analyses, \'teacher education and child welfare students\' were significantly more likely to gain better insight into the WHO competencies than \"health and social care students\", and they were also more overall satisfied.
UNASSIGNED: Students agreed that blended learning was a suitable approach, although the learning outcomes from the face-to-face discussions were markedly higher than from other course components. While the majority had learnt something about the WHO competencies, the teacher and child welfare students achieved the best learning outcomes, including new knowledge about the WHO competencies.

As the population of K-12 English language learners (ELLs) grows, teachers are challenged to employ strategies that efficiently promote content-learning and language-learning. This paper reports an action research project investigating the effects of three consecutive instructional interventions on student language production at a suburban elementary school. Teachers identified a problem of practice, consulted scholarship for intervention design, and conducted collaborative action research in science, mathematics, and social studies classes. Participants included grades 2-4 ELL and non-ELL students. Data was collected using a modified version of Soto\'s ELL Shadowing Protocol Form (2012), monitoring frequency of student-speaking, teacher-speaking, student-listening, and on- and off-task behavior. Quantitative analyses found that utilization of message abundancy, \'tasks that require talk,\' and stretched language positively impacted student language production and on-task behavior. Statistically significant differences were found in mathematics language production for both ELL (Intervention 1 to 2 p=0.0028; Overall p=0.0023) and non-ELL students (Intervention 1 to 2 p<0.0001) and in task-oriented behavior in science and social studies for non-ELL students (Baseline to Intervention 1 and Overall p<0.0001). Differences between ELL and non-ELL students for both language production and on-task behavior narrowed with time, suggesting that the interventions employed equalized student behaviors.

Citizenship education is one of the main aims of the mandated subject of social studies in secondary schools in the Netherlands. Moreover, the learning outcomes of social studies refer to constitutional rights. Internationally, citizenship education and human rights education are considered to be mutually reinforcing. One may, thus, expect that Dutch school textbooks include elements of human rights education. This article presents the analysis of a popular social studies textbook in the Netherlands, applying a number of human rights education criteria. The study shows that basic information on human rights is lacking, despite ample opportunity to integrate such themes. Most worrisome is the conveyance of potential misinformation about human rights due to the chosen formulation of rights-related issues. This can, in part, be traced back to the textbook authors\' (mis)understanding of human rights.

The importance of social studies and civics education is increasing, as evidenced by the growing number of states requiring coursework in this area for graduation and its growing presence in school accountability frameworks. Social studies instruction is critical for all students so that they may understand their roles, rights, and responsibilities as citizens and how their actions can influence their communities. Students who exhibit antisocial behaviors, such as those with emotional and behavioral disorders (EBD), may especially benefit from social studies and civics education as it promotes college and career readiness and provides opportunities to engage in social problem solving and perspective taking. The purpose of this study was to systematically review the social studies and civics intervention research for students with EBD. We sought to describe and evaluate the extant literature, identify promising practices, and suggest areas for future research. A total of 17 intervention studies were identified. Overall, 10 out of the 17 studies met What Works Clearinghouse Design Standards with or without reservations. Eight of the 10 studies were eligible for effect size calculation, resulting in an overall large effect (g = 0.83). Study limitations, implications for school practice, and directions for research are discussed.

This debate article highlights the major issues that should be considered in social studies in health, which could guide the policymakers to target the root causes of diseases and to better evaluate the impact of previous health interventions at community level. This is a prerequisite for a prosperous health system, and there is an urgent need for reliable and timely evidence for intervention on all social issues that could affect health.

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students\' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (d=2.2) and science (d=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d=.125).

Social studies education is designed to provide a foundation for civic society. In this study we consider immigrant optimism theory within the context of U.S. secondary social studies to examine the civic potential of immigrant youth. Using a mixed-methods approach, we complement analyses of teacher and immigrant young adult interviews with national survey data to explore how adults\' expectations shape immigrant youths\' civic identity formation. Although immigrant parents consistently express high academic expectations of their children, teachers\' civic expectations emerged as a critical factor in immigrant youths\' civic development. While teachers and immigrant youth reported rich civic discourse in advanced social studies classes, we counter that limited social studies course taking may restrict exposure to teachers\' civic expectations, and result in the unrealized civic potential of immigrant youth. We close with a cautionary note regarding the limits of social studies to develop a transformative, emancipatory citizenry, especially among the increasingly diverse immigrant youth population.