The International Society For The Social Studies Annual .
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume 2015, Issue 1THE INTERNATIONAL SOCIETY FORTHE SOCIAL STUDIES ANNUALCONFERENCE PROCEEDINGSEDITOR:WILLIAM BENEDICT RUSSELL III1February 26 & 27, 2015 – Orlando, FL
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSThe ISSS Annual Conference Proceedings is a peer-reviewedprofessional publication published once a year following the annualconference.All members of the International Society for the Social Studiesreceive an electronic version of The ISSS Annual Conference Proceedings.ISSS membership and business communications should be sent to TheInternational Society for the Social Studies, University of Central Florida,College of Education and Human Performance, 4000 Central FloridaBlvd., Orlando, FL 32816-1250 or via email ISSS@ucf.edu. Visitwww.TheISSS.org for more information.The views expressed herein are solely those of the individualauthor/s and do not represent official views of The International Societyfor the Social Studies, the University of Central Florida, the editor, thestaff, or the review board. The ISSS Annual Conference Proceedingsdisclaims responsibility for statements either fact or opinion, made bycontributing authors.Copyright 2015 left to the individual author/s. All rights reserved.Cover image courtesy of Shutter Images, used with permission.Suggested Citation:Russell, W. (Ed.). (2015). The International Society for the Social StudiesAnnual Conference Proceedings, Orlando, FL: The InternationalSociety for the Social Studies.2
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1Letter from the EditorDear Conference Presenters,Thank you for your wonderful contributions to the 2015 InternationalSociety for the Social Studies Annual Conference. Your presentationshave helped to make the conference a success. The combination ofpedagogical and content based presentations left conference attendees bothexcited and content. It is our hope that the following will either provide asynopsis of the presentations or offer even more information.Sincerely,William B. Russell IIIEditorBonnie L. BittmanEditorial Assistant3
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSTable of ContentsLocal History and Local Culture at the Core of ElementarySocial Studies CurriculumC. AgcaoiliS. Oshihara7An Analysis of Enrolment in Advanced Placement Classes inFlorida from the 2010 to 2011 School YearsB. Bittman9Looking Beyond the Textbook: Multimodal Intertextuality ina Secondary Social Studies ClassroomT. BrownS. Nance19School/Family Communication and Involvement: A Top TenList for Elementary School TeachersS. H. BowdenC. Corlis27Bi-epistemic Research in a Policy Context: Current Findingsand Subsequent StudiesL. Cherubini32Replacing the Birth Language for Internationally AdoptedChildren: Linguistic and Cognitive EffectsA. P. Davies40Strategies for Managing Culturally Diverse Virtual Teams:Creating a Feeling of GlobalnessM. Flammia444
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1Neoliberalism and Privatization of Urban Health CareFacilities in BangladeshK. S. Haq52Engaging Students through the Dynamic Learning ApproachM. M. Hussein54Role of Cultural Diplomacy in Strengthening DiplomaticRelations: A Case Study on U.S.-Bangladesh RelationsM. T. IslamM. N. Nur55Just Eat It: An Examination of the Sociological Factors thatInfluence the Eating Habits of College StudentsA. Minnick61Why We Should be Skeptical of Bandura’s Bobo DollsA. Pulido68Opportunity Costs of Planning with Mandated Assessments: ACase Study of Fourth Grade Social StudiesR. Reed79RCAIntervention: An Intervention System for Traditional,Blended, and Online CoursesJ. ReynoldsC. Cummings80Millennials at the Ballot Box: Where Have All the YoungVoters Gone?M. L. Rogers89Impacts of Socio-Economic Background on Participation inVarious Sport TypesH. I. Şengör965
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSUsing Film to teach Character Education and Social JusticeEducation in Social StudiesC. Van Zandt97Creating lessons with the C3 Framework and Digital LiteracyC. Van ZandtL. Smith107Examining Students’ Patterns Based on Their HistoricalKnowledge and Ability by Cluster AnalysisD. Yongjun1196
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1Local History and Local Culture at the Core of Elementary SocialStudies CurriculumCzarina AgcaoiliEhime UniversityUniversity of the PhilippinesSusumu OshiharaEhime UniversityFrequently social studies curriculum and instructional practicesfavor the students from the dominant group. This situation aggravatessocial inequality particularly in a multicultural society like the Philippines.Grounded on the social constructivism theory, this study intended todevelop a curriculum framework for elementary social studies that isequitable, culturally responsive, learner-centered, community-based, andempowering. Set in a Philippine rural area, the research involved 173elementary school students and six social studies teachers in a publicschool. Surveys were conducted to ascertain the socio-demographics andcultural background of the participants, in addition to interviews, focusgroup discussions and class observations. Through frequency counts andthematic analysis, it was found that socio-cultural diversity exists in7
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSschools in rural areas. Teacher participants are varied in terms of religionand learning styles while the students are diverse in terms of icgroup,linguisticbackground, and learning styles. Interestingly, there are also culturalvariations among children who belong to the same ethnolinguistic group.Results of this study emphasized the need for a curriculum that is sensitiveto the socio-cultural uniqueness that each pupil brings to class andinstructional practices that value learners’ individuality over thestereotypes attached to their group affiliation. A curriculum frameworkthat positions every student’s local history and local culture at the core ofsocial studies curriculum is proposed, as well as the implementation ofinstructional approaches that are aligned to the principles of socialconstructivism.8
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1An Analysis of Enrolment in Advanced Placement Classes in Floridafrom the 2010 to 2011 School YearsBonnie BittmanUniversity of Central FloridaThe Florida Department of Education grades public schools usinga complex grading system with grades ranging from A to F. Differentdimensions are included in the grading formula, which is divided evenlybetween FCAT performance and non-FCAT-based components (FloridaDepartment of Education, 2011). Participation in accelerated coursework,including Advance Placement (AP) classes, International Baccalaureateclasses, dual enrollment courses, and industry certification are all includedin the final grades for high schools across the state. This grading systemeffects the individual schools significantly through funding, risk of schoolclosure, teacher pay incentives when improving letter grades, and, iffailing for an extended amount of time, observation and intervention fromthe Florida Department of Education (Harrison & Cohen-Vogel, 2012).The score for the school is calculated based off of a 1600 pointscale, with letter grades assigned according to ranges set by the state(Florida Department of Education, 2012). Between the 2010-11 school9
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSyear and the 2011-2012 school year, the advanced courseworkparticipation portion shifted, specifically students were weighted in 201011 year, 1.0 for advanced students with 0.1 added for each additionalcourse taken by juniors and seniors divided by the enrollment of juniorsand seniors in the school. In the 2011-2012 measurement, equation forparticipation shifted away from the weighted score to the percentage ofjuniors and seniors taking AP exams. Furthermore, the points awarded toparticipation has shifted to the performance section; formally, in 2010-11participation is worth 175 points, with performance worth 125 points, andin 2011-12, participation and performance is measured 150 points each.With the state of Florida including AP classes as a part of the schoolgrades, districts and principals have a vested interest in increasing thenumber of students enrolled in AP classes, as well as the number of examsstudents are taking. While encouraging students to take AP classes can bebeneficial for students, forcing a student to take a college level class couldbe detrimental to their educational experiences, overwhelming them withcomplex content and large amounts of school work.Purpose of Research Study10
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1The purpose of this research study is to determine if there was asignificant increase in AP class enrollment, the number of students takingAP exams, and the total number of AP exams given between the 2010-11and 2011-12 school years.Research Questions1.Did the number of students taking AP exams increase significantlyfrom 2010-11 to 2011-12 in the state of Florida?2. Did the number of AP exams taken by student increasesignificantly from 2010-11 to 2011-12 in the state of Florida?3. Is there a relationship between a) school population, b) totalnumber of AP students in 2011-12, c) the total number of APexams given per school in 2011-12Operational DefinitionsFor the purposes of this study, student enrollment in AP classes isdefined as the number of students per high school taking AP classes in the2010-11 and 2011-12 school years. The total AP Exams is defined by thenumber of AP exams taken by students per high school.Methods11
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSThis research study utilizes a non-experimental research design inexamining the effect of the change in grading of high schools in Florida onAP student enrollment, total number of AP test offered, and the number ofAP classes offered by schools between the 2010-11 and 2011-12 schoolyears.Having used the Department of Education population data, a samplewas not used in this research study. To ensure this study’s externalvalidity, several conditions had to be met to be included. Both public highschools as well as charter schools were included in the data set; however;schools had to have a population over 1,000 students in both years toensure the school’s population could support both general and AP classes.Moreover, if a school did not offer any AP classes in 2010-11 or 2011-12,they were excluded from the data set. A total of 355 high schools have metthe criterion. Sampling methods were not necessary for this researchstudy.Data collection procedures involved several steps. From theDepartment of Education Division of Accountability, Research andMeasurement’s (ARM) website (http://www.fldoe.org/arm/) included12
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1information regarding school population, total number of students takingAP exams, and the total number of AP exams taken (Florida Departmentof Education, n.d.).ResultsBetween the 2010-11 and 2011-12 school year, there was only adecrease of 3 students at the 50% cut off, suggesting little change betweenthe two years. A frequency table showed that the 50th percentile almostexactly lines up with no change between the two year, suggesting littledifference in the number of students between 2010-11 and 2011-12 schoolyears. The frequency distribution for the total number of AP studentsshows a similar trend, the 50th percentile of the difference between the twoyears is reported at -2.00, again very close to no change.Despite the lack of difference at the 50th percentile, the 75thpercentile does show some significant change between the two years. The75th percentile for the difference in the number of AP students is around42 student between 2010-11 and 2011-12. Furthermore, the 75th percentilefor the difference in the number of total AP exams is around 79 total. Thelowest quartile for both the difference in AP students and difference in AP13
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSexams decreases. For the exact numbers for the 25th percentile, the 50thpercentile, and the 75th percentile, see Table 3.Table 1Percentiles for Total Number of AP Students and Total Number of APExamTotalTotalTotalTotalNumber of Number of Number of Number ofAP Students AP Students AP Exams AP Examsin 2010-11in 2011-12in 2010-11in 00a. Percentiles are calculated from grouped dataMeasures of central tendency and variability.The mean for the total number of AP students in 2010-11 was 435.01,the approximate median was 368, and the mode 416. For the 2011-12school year, the mean was 438, the median was 363, and the mode 144(multiple modes existed, the smallest value is shown). Thus the number ofstudents’ distribution is positively skewed, with the mode being less thanthe median, which is less than the mean. For 2010-11, the exclusive rangewas 1677, H spread (interquartile range) was 354, and standard deviationwas 281. For 2011-12, the exclusive range was 1838, H spread was 397,14
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1and the standard deviation was 288. From this we can tell that the numberof student varied quite a bit, for example, the standard deviation for bothyears exceeded 200 students. Thus, the number of students taking APclasses varied greatly from school to school.Table 4, the mean for the total number of AP test taken in 2010-11 was778, the median was 589, and the mode was 427 (multiple modes existed,the smallest value is shown). For the 2011-12 school year, the mean was781, the median was 582, and the mode was 596. Thus, like the number ofAP students, the distribution for number of AP exams is positivelyskewed. For the 2010-11, the exclusive range was 3,443, H spread was702, and the standard deviation was 583.5. For 2011-12, the exclusiverange was 3,652, H spread 743, and the standard deviation was 611. Fromthis information, it is clear that the spread in the number of AP examstaken increases between 2010-11 and 2011-12.DiscussionAlthough the grading for Florida high schools changed between2010-11 and 2011-12, the number of AP students did not increasesignificantly, nor did the number of AP exams taken by students. The15
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSgrading system for high schools has been gradually changing over the past5 years, shifting away from FCAT focused assessments and to a broaderassessment structure. High schools have changed the way they approachAP, but the process is gradual. The mean of the enrollment for the schoolsdecreased by 3 while the number of students increased on average by 2.9.This suggest that schools are increasing their AP enrollment, but notsharply.Some students may not be given a choice to take AP class, insteadbeing forced to take AP classes without self-selecting them. Consequently,student would be faced with more students faced with more difficultcoursework than they choose, harming students academically and stuntingtheir academic potential. AP classes are difficult, college level courses thatstudents must choose for themselves to prosper. Besides the possibilitythat students are being forced into these difficult classes, the size of theschool must be taken into account. Larger school offer more AP classesfor students to take. This puts smaller schools at a disadvantage. Withoutthe school population to support dedicated AP teachers, some schools will16
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1limit the course options for students and prevent them from takinginteresting and challenging classes in the future.Limitations and Future ResearchAlthough this study is conducted using mostly population data, theexclusion of schools with smaller student populations ( 1,000 students)limits the data and could affect the results of the study. Further analysis ofthe data to ensure validity will be needed and should be researched further.Also, the limitation in time prevents a detailed analysis of the APenrollment. Education programs generally take longer than a single schoolyear to become effective. Further analysis should be conducted to examineAP enrollments as a five year trend. Lastly, the 2010-11 data does notprovide information concerning the number of AP classes and whetherthere was an increase in the number of classes, a potentially more tellingvariable than the number of students enrolled in AP courses or the totalnumber of AP exams taken. ARM started collecting this data in 2011-12school year and further research should be done to analyze for anydifference in the number of AP courses offered by Florida’s high schools.References17
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSFlorida Department of Education. (2011). Grading Florida’s .pdfFlorida Department of Education. (2012). Grading Florida’s es.pdfHarrison, C., & Cohen-Vogel, L. (2012). The politics of teacher reform inFlorida: Analyzing causal narratives surrounding state adoption ofperformance-based evaluations, performance pay, and tenureelimination. Peabody Journal Of Education, 87(5), 517-534.Florida Department of Education. (n.d). ACT/SAT/AP Data. Retrievedfrom 18
THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSVolume2015,Issue 1Looking Beyond the Textbook: Multimodal Intertextuality in aSecondary Social Studies ClassroomTerrell BrownUniversity of Central MissouriStarlynn NanceUniversity of Central MissouriSocial studies teachers historically use textbooks as a primarysource of instruction. This creates a problem for students who strugglewith understanding the content because they have difficulty connectingwith the ideas presented in the textbook. The reason why these factors canbe problematic is it can impact students’ motivation to learn. As webecome entrenched in the 21st century technological revolution,curriculum and instructional approaches must meet the needs of thestudents. Providing the text in various formats (multimodality) can aidstudents in developing an in-depth understanding of it. Digital resources ortexts accessed through computers or computer software programs providestudents with a way to read information by using platforms in which theyare generally accustomed. Intertextuality provides students with a way tointernalize history by providing a reference within a reference.19
Volume2015,Issue 1THE INTERNATIONAL SOCIETY FOR THE SOCIALSTUDIES ANNUAL CONFERENCE PROCEEDINGSIntertextuality also provides a way to build schema.By providingmultiple modes (or types) of the text through print, digital and visualplatforms, situational interest in the text can be triggered by identifyingaspects of the text associated with reader personal interest.To explore this topic in further depth
STUDIES ANNUAL CONFERENCE PROCEEDINGS 2 The ISSS Annual Conference Proceedings is a peer-reviewed professional publication published once a year following the annual conference. All members of the International Society for the Social Studies receive an electronic version of The ISSS Annual Conference Proceedings.
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