Classroom Management and Teaching of Social Studies

To deliberate on classroom management and the teaching of social studies, this chapter intends to focus: classroom management, strategies of encouraging good behaviour in social studies classroom, in addition, concept of teaching, conditions for effective teaching of social studies, features of effective social studies teaching, future of effective social studies teaching and teaching students with diverse interest will be discussed

Poverty Alleviation Education Integration in Social Studies Curriculum: Implications for Developing Sustainable Skills in Nigerian Child

The descriptive survey design was adopted in investigating the extent of integration of poverty alleviation education contents in social studies curriculum of Nigeria junior secondary schools.  The study was carried out in the six states of the south-south geo-political zone of Nigeria.  180 social studies teachers were purposefully used as respondents for the study.  Five research questions guided the study.  The study utilized a social studies curriculum content analysis and a 50-item researchers developed questionnaire structured on a 4-point likert modified scale.  Mean rating scores were used to answer the research questions.  Research findings indicated that poverty alleviation education was not significantly integrated in the social studies curriculum.  There are qualitative benefits to be derived from the inculcation of  poverty alleviation education, social studies teachers were not aware of the need for the inculcation of poverty alleviation education through social studies instruction, in addition, there were potential obstacles mitigating the integration of poverty alleviation education in social studies curriculum.  Some of the established strategies for achieving integration of poverty alleviation education in social studies curriculum were: constant curriculum revision, expansion of social studies curriculum on national economic issues, emphasis on productive living amongst others.  Conclusions and recommendations were articulated based on research findings

Teachers Attitude to Curriculum Change: Implications for Inclusive Education in Nigeria

The study investigated teachers’ attitude towards implementing inclusive education in secondary schools in Owerri Education Zone of Imo State, Nigeria. The study adopted a survey research design and was guided by three research questions. The instrument for data collection was a researcher designed questionnaire of three parts. Part A dealt with teachers attitude towards inclusion (TAIS), part B dealt with teachers’ views on inclusive education (TVIS) while the third part dealt with teachers barriers to inclusion (TBIS). The sample comprised 255 secondary school teachers from the zone. Data collected were analyzed using mean and standard deviation. Findings indicated that secondary school teachers in Owerri Education zone have positive attitude and views towards inclusive education. However, lack of training and instructional materials as well as disenabling environment were major barriers to the adoption of inclusive practices. It was recommended that teachers should be exposed to in-service training, workshops and conferences to equip them for the challenges of inclusion. Special education should also be a core subject in all teacher training colleges, Colleges of Education and Faculties of Education in Nigeria. Government should endeavour to restructure school environment to suit inclusive standards and also provide assistive technology in order to meet the UNESCO global objectives of inclusion. Keywords: Attitude, Change, Implementation, Inclusive Education, teache

Agenda for a Transformative Implementation of Social Studies Curriculum in Nigerian Universities

A functional transformative social studies curriculum will be ideal for equipping learners with contemporary requisite values, attitudes, skills and knowledge that are substantial to withstand national and global challenges of man.  By this standard, a high measure of professional input should be made in the content and implementation process of social studies curriculum in Nigerian universities, given that the National Universities Commission approved programme is yet to undergo major review and revision since 1989.  Potential ways of making social studies curriculum implementation transformative in Nigerian Universities are as follows: inculcation of entrepreneurial education, integration of poverty alleviation education, qualitative teaching, climate impact education and emphasis on values education strategies for actualizing this noble mission are: qualitative training of lecturers, regular revision of curriculum, appraisal of lecturers and students performance, collaborative instruction and active support in funding social studies education research.  Possible constraints are hazarded

Widowhood Practices among Igbos of South Eastern Nigeria as a Betrayal of the Fundamental Human Rights of Women

This study is a survey research which investigated the existing state of widowhood practices in five Igbo states of south eastern Nigeria namely: Enugu, Anambra, Abia, Ebonyi, and Imo states which violate the fundamental human rights of women through culturally prescribed seclusions. Two hundred and fifty (250) widows were randomly used for the study. The findings are that widowhood practice in the present age is existent in Igboland. The embrace of religion, education and modernisation did not put a stop to this social practice. Igbo women are not comfortable with this social seclusion practice and have not put up stiff opposition in terms of protests and court litigations. In addition, the state is incapable of abrogating widowhood practices since it is culturally established, furthermore, it cannot be abrogated in Igboland, however the penalties on women are reduced. Also, the significance of the study and the recommendations are addressed.LWATI: A Journal of Contemporary Research, 8(2), 72-83, 201