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Rossi, John Allen; Pace, Christopher M. – Theory and Research in Social Education, 1998
Explores the assumption that issues-centered instruction is fine for advanced students but too difficult for low-achieving adolescents when reviewing case studies of world geography classes composed of low-achieving students. Concludes that teachers confront numerous difficulties in planning and implementing issues-centered instruction for…
Descriptors: Advanced Students, Course Content, Curriculum Development, Geography Instruction
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DiPardo, Anne; Fehn, Bruce – Theory and Research in Social Education, 2000
Examines how teachers at a predominantly white, middle-class high school enacted multicultural education into the course, "Cultural Issues." Explores course examples which suggest that micro-political contexts of school and community-shaped curriculum and instruction are important, but in unacknowledged ways. Argues that attention must be paid to…
Descriptors: Course Content, Cultural Differences, Cultural Influences, Educational Research
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Wraga, William G. – Theory and Research in Social Education, 1993
Asserts that, for citizens in a democracy to understand and act upon complex societal issues, they must be able to integrate knowledge from a variety of subjects. Traces the history of interdisciplinary social studies education and examines arguments of its supporters and detractors. (CFR)
Descriptors: Citizenship Education, Citizenship Responsibility, Course Content, Curriculum Development
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Gillette, Maureen; Boyle-Baise, Marilynne – Theory and Research in Social Education, 1996
Investigates a variety of instructional strategies and teaching methods used in a graduate level multicultural education class. These included autobiographical analysis, role playing, and dialog journals, as well as, more traditional methods such as guest speakers and lectures. Discusses how the insights gained could be used in future research.…
Descriptors: Autobiographies, Consciousness Raising, Course Content, Cultural Pluralism
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Rossi, John Allen – Theory and Research in Social Education, 1995
Maintains that most high school social studies instruction emphasizes coverage and memorization of fragmented information. Presents a definition of in-depth study and describes its implementation in an issues-centered classroom. Provides suggestions and caveats for instituting issues-oriented instruction. (CFR)
Descriptors: Citizenship Education, Classroom Techniques, Cognitive Processes, Controversial Issues (Course Content)
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Houser, Neil O. – Theory and Research in Social Education, 1996
Examines the inherent dichotomy between the competing needs of maintaining emotional safety and exploring sensitive issues in social studies classrooms. Argues that an effectively safe classroom can serve as a necessary backdrop for addressing controversial issues even in the earliest of grades. Maintains that most teachers simply ignore these…
Descriptors: Classroom Environment, Cognitive Development, Cognitive Dissonance, Controversial Issues (Course Content)