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Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more beneficial for introductory social science courses in which less time can be allotted to any one topic, such as content analysis. With this in mind, this article presents a highly engaging and temporally compact classroom exercise designed to teach introductory social science students about content analysis. In the exercise, students are guided through a content analysis of the music in Harry Potter films. An evaluation study suggests that the exercise improves students' understanding of content analysis and that students find it both highly helpful and enjoyable.

Tape recordings of supervisor-student communications were studied in relation to techniques of instruction and apparent responses to them

The educational system needs to be based on the development of personality and realization of its integrity. Therefore, by analysing and comparing the curricula of the two subjects - Serbian Language and Literature and Religious Education - in junior grades (1-4) of primary school, we ascertained certain common goals and identified the elements which facilitate their realization and those which make it difficult. We observed the need for a stronger connection between the set goals and the expected outcomes of learning in the curricula of the two subjects, and education in general, with special focus on achieving and nurturing freedom, as well as ethical values and virtues. We exemplified the importance of didactic-methodical apparatus in teaching reading and text analysis by using a fairy tale Selfish Giant by Oscar Wilde.

This pilot study represents an effort to implement and evaluate use of a curriculum
module on Charitable Choice and social work practice in a faith-based
organization. Using a nonequivalent control group design, repeated measures
MANOVA showed significant differences between the treatment (n=54) and comparison
groups (n=53) on knowledge and degree of comfort at posttest. Despite the use of
a small sample (n=107) of MSW students at a public university in the Southeast, the
findings provide initial support for further use and future evaluations of curriculum
modules covering specific content on practice in faith-based settings.

Because of its conceptually dense character, social studies can be difficult to learn. Educators often struggle to find ways to teach higher-order thinking and make academic language and concepts comprehensible for English language learners (ELLs). Visuals may be the key to effective social studies instruction for this student population. Images can be located and obtained easily through the Internet, meshing well with the learning styles of today's adolescents. This article presents some of the most promising approaches—including historical photographs, paintings and illustrations, maps, propaganda posters, and graphic organizers— that can be used with learners at all levels of language proficiency.

The purpose of this paper is to discuss the integration of gender aspect into the research methodologies, content and teaching programs as a change of traditional science values, also as a source of new information leading to correction of conventional scientific premises and to creation of new scientific knowledge. In order to increase the European Union and the world's scientific potential and contributions to the knowledge economy, more and more attention is paid to measures that would help to improve gender equality in science in terms of equal opportunities for the scientists of both genders to reveal their talents and to ensure that scientific and industrial products are suitable for users of different genders. The dominance of one sex researchers and objects of the research (usually male ones) has led to scientific standards and methodologies, which are still rarely taking into consideration the different gender needs and ways how scientific knowledge affects them. Sex and gender bias that still exist in scientific knowledge can be socially harmful and expensive.

With the technological development of movement recognition based on machine learning model algorithms, the content and movements for physical dance teaching are also seeking changes and innovations. In this paper, a set of three-dimensional convolutional neural network recognition algorithms based on a machine learning model is constructed through the collection to recognition of sports dance movement data. By collecting the skeleton information of typical movements of physical dance, a typical movement dataset of physical dance is constructed, which is recognized by the improved 3D convolutional neural network recognition algorithm under the machine learning model, and the method is validated on the public dataset. The experimental results show that the 3D CNNs in this paper can produce relatively satisfactory results for sports dance action recognition with high accuracy of action recognition, which verifies the feasibility of the 3D convolutional neural network action recognition algorithm under the machine learning model for the acquisition to recognition of sports dance actions. It illustrates that the future can be better to open a new direction of physical dance education content through machine learning models in this form.

The growing need for English as a key to global communication, relations, and information, is noticeable in schools around the world. In response to these imperatives of global competitiveness, one of the private bilingual schools in Indonesia has adopted English as a medium of instruction (EMI). The aim of this study was to explore the implementation of English as a language of instruction in a bilingual school in teaching contents in one private bilingual school in Jambi City, Indonesia. The data were collected through demographic profiles, documents, and semi-structured in-depth interviews. The documents were used to find out the comprehensive overview of the bilingual education program while the in-depth interviews were used to ask participants to narrate their accounts and perspectives on the use of English as the medium of instruction at a micro (classroom) level. Overall, the findings of this study revealed that the successful implementation of English as a language of instruction in a bilingual school were interrelatedly challenged by teachers' attitude and ability to use English, language policy, teaching materials, students' English proficiency, curriculum, student assessment, and admission policy. Implications and suggestions for future research are also discussed.

Hot Button: Teaching Sensitive Social Studies Content explores the difficulty, delicacy, and ethical obligations of teaching accurate history to all students. It features contributions from Alysha Butler, Kelly Reichardt, Gerardo Muñoz, Chris Dier, and accomplished author Bart King.

Modern law owes its provenance and enforcement to one branch of government or another. But not all law is 'public law' simply because it emanates from public bodies, affects the public or serves public purposes. This paper begins by defining public law, compares its Australian, UK and US conceptions, and contrasts it with private law. It charts the conventional paradigm of public law as an umbrella sheltering constitutional and administrative law, built on the concept of government. This neat, if narrowing, idea of public law is reflected in the dominant themes in contemporary public law teaching and scholarship (such as accountability or representative democracy). Yet given the diversity of ideological and functional accounts of what government is 'for', public law lacks any unifying account. A descriptive definition based on the notion of government captures the core content of public law, but a normative smorgasbord lies at its heart. This creates challenges – both positive and negative – for teachers of public law. As a result, and alongside the decline in black letter teaching in favour of case-study approaches, thematic first level courses in 'principles' of Australian public law have flourished. To engage commencing students who are often civics-ignorant, the pedagogical response has been to draw on contemporary policy and politics to lend context to such courses in public law. However such a 'magazine-y' approach poses challenges for coherence.