NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Brkich, Christopher Andrew; Newkirk, April Cribbs – Theory and Research in Social Education, 2015
Providing middle-grades students the opportunity to engage meaningfully with controversial public issues (CPIs), socioscientific issues (SSIs), or a framework for social justice can be very dangerous work professionally. However, rather than encouraging teacher candidates to eschew controversy, ensuring they receive sufficient training in how to…
Descriptors: Social Problems, Social Justice, Controversial Issues (Course Content), Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Santiago, Maribel – Theory and Research in Social Education, 2017
"Mendez v. Westminster," a case about 1940s Mexican American school segregation, is a new vehicle for including Mexican Americans into U.S. history classrooms. This study explores how a class of primarily Mexican American students, who because of their heritage might develop a personal connection to the case, made sense of…
Descriptors: Mexican Americans, School Segregation, Court Litigation, United States History
Peer reviewed Peer reviewed
Direct linkDirect link
Wanzek, Jeanne; Kent, Shawn C.; Stillman-Spisak, Stephanie J. – Theory and Research in Social Education, 2015
Today's social studies teachers and students face an unprecedented time of standards and accountability. Students bring influences that may interact with the instructional context teachers provide for learning. Eighth- and 11th-grade U.S. history students (n = 512) from 11 schools (23 teachers), diverse in location, ethnicity, and socioeconomic…
Descriptors: Secondary School Curriculum, United States History, Instructional Effectiveness, Student Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Conklin, Hilary G.; Daigle, Elizabeth – Theory and Research in Social Education, 2012
This research examines the preparation of middle grades social studies teachers by investigating opportunities for learning in 2 social studies methods courses in distinctive teacher education pathways: a specialized middle grades program and a secondary social studies program. The findings suggest that, although both methods course instructors…
Descriptors: Class Activities, Preservice Teacher Education, Teacher Education Programs, Social Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Zhang, Ting; Torney-Purta, Judith; Barber, Carolyn – Theory and Research in Social Education, 2012
In 2 related studies framed by social constructivism theory, the authors explored a fine-grained analysis of adolescents' civic conceptual knowledge and skills and investigated them in relation to factors such as teachers' qualifications and students' classroom experiences. In Study 1 (with about 2,800 U.S. students), the authors identified 4…
Descriptors: Profiles, Class Activities, Learning Activities, Test Items
Peer reviewed Peer reviewed
Direct linkDirect link
Chappell, Drew – Theory and Research in Social Education, 2010
Through an analysis of activities called for in social studies texts at three grade levels, the author critically examines the links between children's improvisational performance and social studies curricula. He asks: What is unique about the process of embodying a historical or contemporary character as part of the learning process (such as a…
Descriptors: Social Studies, Cultural Activities, Class Activities, Ideology
Peer reviewed Peer reviewed
Harshman, Ronald E.; Gray, Charles E. – Theory and Research in Social Education, 1983
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)
Descriptors: Curriculum Development, Educational Objectives, Elementary Secondary Education, Learning Activities
Peer reviewed Peer reviewed
Brophy, Jere – Theory and Research in Social Education, 1992
Describes one fifth grade teacher's approach to the teaching of U.S. history. Reveals that the teacher limited breadth of coverage in favor of an approach that sought to connect themes and facts. Explains that the teacher incorporated language arts teaching, storytelling, writing assignments, and cooperative learning activities. (SG)
Descriptors: Case Studies, Classroom Research, Cooperative Learning, Grade 5