Journal of Social Studies Research
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Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators
Journal of Social Studies Research - Tập 40 - Trang 71-83 - 2016
Growth in racial and ethnic diversity among public school P-12 students stands
in stark contrast to the teaching population who tend to be monolingual, White
females. Secondary social studies teachers defy demographic teacher trends, as
they tend to be male, albeit White males who still are not representative of the
students they teach. What is missing from the discourse of student–teacher
imbalan...
Exploration of teachers’ personal practical knowledge for teaching controversial public issues in elementary school classrooms
Journal of Social Studies Research - Tập 44 - Trang 281-289 - 2020
This study explores teachers’ personal practical knowledge and
curricular-instructional gatekeeping as they relate to the teaching of
controversial issues in public elementary school settings, particularly the
issue of immigration. The study took place in the urban setting of Houston and,
using a case study design, documented how three elementary school teachers made
curricular-instructional decis...
Effectiveness of group investigation versus lecture-based instruction on students’ concept mastery and transfer in social studies
Journal of Social Studies Research - - 2023
The study examined the effectiveness of group investigation versus lecture-based
instruction on students’ concept mastery and transferability in social studies
learning. The researcher used an experimental design to randomly assign 116
eighth-grade students into control and experimental groups. The control and
experimental group had 58 students, respectively. The researcher exposed the
control gro...
Fostering historical thinking: The use of document based instruction for students with learning differences
Journal of Social Studies Research - Tập 46 - Trang 249-264 - 2022
Document-based history instruction (DBI) was implemented in a middle school
special education setting to promote the development of disciplinary cognitive
processing and higher order thinking using historical thinking as a framework
for students with learning differences (ld). A convergent mixed methods action
research design was utilized to explore a) how DBI influenced students’
disciplinary cog...
Historical inquiry and the limitations of the common core state standards
Journal of Social Studies Research - Tập 40 - Trang 309-324 - 2016
Integrating Social Studies and Social Skills for Students with Emotional and Behavioral Disabilities: A Mixed Methods Study
Journal of Social Studies Research - Tập 41 - Trang 253-262 - 2017
Research indicates that academic growth and student behavior are inextricably
linked. Schools that systematically address both academic and social/emotional
learning (SEL) have shown increased student achievement when compared to schools
that do not address both factors ( Elliott, Huai & Roach, 2007 ; Hawken, Vincent
& Schumann, 2008 ). Even with this understanding, outcomes for students with
emot...
Critically examining virtual history curriculum
Journal of Social Studies Research - Tập 44 - Trang 61-76 - 2020
With a notable growth in the number of students accessing online education and
virtual schools, social studies educators and researchers should evaluate these
educational platforms. This study involves a critical evaluation of U.S. History
curriculum of Georgia Virtual School through Critical Race Theory, and
contributes to the nascent literature on social studies online instruction. The
results f...
Cooperating teachers’ impact on preservice social studies teachers’ autonomous practices: A multi-case study
Journal of Social Studies Research - Tập 40 - Trang 97 - 2016
This multi-case study explores the impact of cooperating teachers (CTs) on the
autonomous pedagogical practices of preservice social studies teachers at a
large southeastern university. The study examines participants’ written
reflections, social studies teaching philosophies, lesson plans, and interview
transcripts to identify how field placements and, more specifically, cooperating
teachers dire...
#Teacher education #Autonomous practices #Student teachers #Social studies education
Using eyewitnesses to promote students’ understanding of empathy in the history classroom
Journal of Social Studies Research - - 2023
Empathy is important in our digitized and polarized world and an important
aspect of education. What contribution can history teachers make to develop this
in their students? In this study we investigated whether a lesson unit making
use of eyewitnesses and designed from six pedagogical principles, resulted in
more confidence in the ability to empathize, attributed importance to empathy
and unders...
To what ends? Analyzing teacher candidates’ goals and perceptions of student talk in social studies discussions
Journal of Social Studies Research - - 2023
Focusing on episodes of student-generated and -sustained talk during
document-based disciplinary history discussions, this study explored what
teacher candidates prioritize and value about social studies discussions, and
how these priorities align with their actions and goals as facilitators. Using a
complex systems-based model, we investigated candidates’ goals as they planned
for, facilitated, a...
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