Net Assessment - C3: Nuclear Command, Control Cooperation
In: Air & space power journal, Band 18, Heft 4, S. 119
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In: Air & space power journal, Band 18, Heft 4, S. 119
In: Social sciences studies journal: SSS journal, Band 4, Heft 24, S. 4954-4968
ISSN: 2587-1587
In: Jane's military exercise & training monitor: a Jane's defence weekly publication, S. 9
ISSN: 1361-8687
In: Toward a Science of Command, Control, and Communications, S. 239-271
In: Trade and Food Security Insights 2020
SSRN
In: Social studies research and practice
ISSN: 1933-5415
PurposeThe purpose of this paper is to engage readers with Unity Productions Foundation (UPF) films, which provide a powerful, inspirational digital tool for teachers. The organization's mission is to create documentaries, films and educational materials that contribute to bringing to light compelling stories of Muslim engagement through history and culture. UPF films and educational projects aim to promote peace and understanding to increase cultural pluralism and counter bigotry in our world.Design/methodology/approachTeachers will be able to utilize the resources provided in this paper to harness the power of media in their classrooms. Outlining the process by which teachers can follow the C3 inquiry using the film Prince Among Slaves will prepare teachers to see the alignment of the C3 Framework with their teaching. The "best practice" classroom strategies in structuring deliberations are ones that encourage students to fully participate and emphasize their voice.FindingsThis paper will unpack the practice methods that address the film Prince Among Slaves to be of benefit when sharing narratives through digital film and engage students in critical thinking through the C3 Framework. UPF films are the product of scholarly research and innovative production teams as the films provide the opportunity to visualize and explore multiple perspectives to understand historical content by providing a context for inquiry teaching and learning that is inclusive through deliberative discussions in the classroom.Originality/value The author certifies that this manuscript submission is original work and that all authors were involved in the intellectual elaboration of the manuscript and all parties have been acknowledged.
In: Social studies: a periodical for teachers and administrators, Band 112, Heft 4, S. 161-176
ISSN: 2152-405X
In: Social studies: a periodical for teachers and administrators, Band 107, Heft 5, S. 160-164
ISSN: 2152-405X
In: Military technology: Miltech, Band 10, Heft 10, S. 163-171
ISSN: 0722-3226
World Affairs Online
In: American merchant marine history series v. 2
In: Marine corps gazette: the Marine Corps Association newsletter, Band 80, Heft 1, S. 32-34
ISSN: 0025-3170
In: The Journal of Social Studies Research: JSSR, Band 41, Heft 2, S. 89-100
ISSN: 0885-985X
The C3 Framework encourages ambitious inquiry-based social studies teaching. While inquiry is regularly recommended as a preferred pedagogy, research has shown that social studies teachers rarely engage students in inquiry. This exploratory study surveyed social studies teachers in one school district in a southeastern state to update our understanding of teachers' instructional beliefs and practices related to inquiry and the C3 Framework. Survey responses were analyzed using descriptive statistics and open coding. Findings indicate that the majority of teachers use instructional practices that may be supportive of the C3 Framework and that the ideas within the C3 Framework resonate with most respondents. At the same time, teachers reported challenges with some key concepts within the Framework, such as taking informed action in the classroom and using questions to initiate an inquiry. While the idea of inquiry as espoused by the C3 Framework resonated with teachers, the extent to which they both believe in and practice inquiry methods is unclear and necessitates further study. This study is an initial step to inform future research and efforts to implement the C3 Framework in K-12 social studies classrooms.
In: Social studies research and practice, Band 11, Heft 3, S. 96-111
ISSN: 1933-5415
The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.
In: Social studies research and practice, Band 16, Heft 1, S. 28-42
ISSN: 1933-5415
PurposeThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.Design/methodology/approachIn this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.FindingsBased on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.Originality/valueThis study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.