Despite a solid body of research on rationale development in social studies teacher education, little research exists exploring how social studies preservice teachers' purposes develop over time. This article presents four examples of social studies preservice teachers as they grappled with developing a purpose for teaching social studies.…

This article addresses how teachers conceptualize and attempt to develop citizens within the context of market-based reforms. Findings are based on a qualitative case study of Teach For America teachers at a Knowledge is Power Program charter school in New Orleans. Using Westheimer and Kahne's taxonomy of citizenship, I provide evidence that…

This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the…

This study examines how two history teacher candidates, Monica and James, learned to teach historical thinking and reading in a discipline-specific teacher education program. Data include pretests and postests, interviews, observations, and university course assignments. Qualitative data analysis reveals that although both teachers excelled in the…

During the past several decades, multicultural education has become an integral part of the social studies as a means to authentically prepare students for living in an inclusive and democratic society. Topics traditionally omitted, such as race, ethnicity, culture, social class, and gender, are now included. Yet, while multicultural education has…

Outlines a reconstructionist rationale and focuses attention on the need for a philosophy of education to embody a theory of social criticism. It also emphasizes the importance of an interdisciplinary analysis of major social issues, especially in terms of their economic dimension, and attempts to define the purpose and role of social educators…

Takes the position that radical reconstructionism is a significant movement in the history of social education and that the radical reconstructionists have raised questions and made proposals which could enrich and expand the debate over how to define and rationalize the field. (Author/DB)

Explores teachers' beliefs and theories about students' thinking by examining the teachers' instructional goals, views on the depth versus breadth of content coverage issue, and conceptions of students' thinking. Finds important differences between teachers who were effective at promoting thoughtful classroom discourse and those who were not.…

Discusses possible social meanings of social studies knowledge. Argues that a major social function of the information in social studies textbooks is to provide formal justification for and legitimation of ongoing institutional practices. (Author)

Reviews articles defining the social studies. States that social studies lacks integrity as a separate field in its own right due to its broad aims. Proposes that the social sciences be used to provide constraints on the aims of social studies. Provides examples of aims limited by scholarly parameters for selected social sciences. (JDH)

Implications of the radical perspective for social studies are examined. This perspective suggests that (1) emancipation should be the guiding social ideal; (2) social life should be understood in terms of such concepts as domination, autonomy, contradiction, and the social construction of knowledge; and (3) teaching should emphasize the…

Describes a study which tested the reliability and validity of the Barth-Shermis Social Studies Preference Scale as a measure of teaching orientations with respect to Barth and Shermis' three traditions. Subjects were 190 secondary social studies teachers. (AM)

Reacts to an article by Jean Anyon (in Theory and Research in Social Education; Sep 1978 p40-55) by reiterating his definition and use of the word "mindlessness" in his National Council for the Social Studies presidential address (Social Education; Apr 1977 p300-06), and reemphasizes the point of that address. (CK)

Presented is a comprehensive curriculum model for developing a K-12 values education program. The model includes a rationale and educational goals and objectives and discusses teaching methods and activities appropriate for implementing the goals. (Author/RM)

A study of 168 students and eight teachers from grades six through eight showed that entering achievement level and teacher use of objectives during instruction are significant predictors of student achievement. Allocated learning time and absenteeism were not found to be significant variables in explaining achievement. (Author/RM)