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Jacobs, Benjamin M. – Theory and Research in Social Education, 2009
This document-based historical study explores the nature of the Jewish social studies curriculum in American Jewish schools in the early 20th century (c.1910-1940), a period of significant growth and reform in the modern American Jewish education enterprise. "Jewish social studies" refers to school programs in which Jewish history, Jewish…
Descriptors: Curriculum Development, Jews, Social Studies, Educational History
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Misco, Thomas – Theory and Research in Social Education, 2010
This study explores the implementation of a Holocaust curriculum, designed for Latvian schools through the method of curriculum deliberation, five years after its enactment. By exploring the complexity of implementation, the study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt…
Descriptors: Conferences (Gatherings), Curriculum Development, Academic Freedom, Student Interests
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Popkewitz, Thomas S. – Theory and Research in Social Education, 1977
Examines three curriculum projects in order to evaluate the organization of social studies curriculum around the social science disciplines. Concludes that curriculum often minimizes students' creative powers by stressing logical tidiness at the expense of the social, personal, and communal processes which characterize social science. (Author/DB)
Descriptors: Curriculum Design, Curriculum Development, Curriculum Evaluation, Curriculum Problems
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Parry, Lindsay – Theory and Research in Social Education, 1999
Presents an historical case study on the transplanting of curricular and instructional practices to Queensland (Australia) from the United States. Focuses on two eras of curriculum development and reform from 1969-71 and 1981-89. Finds that curriculum workers in the 1980s were more distanced from the efforts in the United States. (CMK)
Descriptors: Course Descriptions, Curriculum Development, Educational Change, Educational History
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Mehaffy, George L. – Theory and Research in Social Education, 1987
States that World War I served as a catalyst for rapid change in the teaching of history, geography, and current events. Indicators of change were found in professional journals such as THE HISTORY TEACHER'S MAGAZINE. Concludes that post-World War I social studies was more like our current curriculum than that which existed prior to the War.…
Descriptors: Content Analysis, Curriculum Development, Curriculum Research, Educational Change
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Openshaw, Roger – Theory and Research in Social Education, 2000
States that the Education Forum and Enterprise New Zealand Trust took exception to the lack of instruction on New Zealand's European heritage, expressing the curriculum lacked an explanation of capitalism. Reports the New Zealand Federation of Social Studies Associations complained about the lack of emphasis on decision making and critical…
Descriptors: Citizen Role, Citizenship Education, Curriculum Design, Curriculum Development
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Thornton, Stephen J. – Theory and Research in Social Education, 1990
Questions whether the requirement of more history courses, as called for by some reformers, will advance citizenship education. Explores the questions: Will the incorporation of more history improve social studies programs? Is curriculum reform the most urgent need in social studies education? and Should the nation expect widespread change in how…
Descriptors: Citizenship Education, Curriculum Development, Educational Change, Educational Objectives
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Thornton, Stephen J. – Theory and Research in Social Education, 1997
Argues that, without changes in methods of teaching social studies, curriculum reform can only provide an illusion of educational change. Observes that little has been published in 25 years of "Theory and Research in Social Education" on methods. Discusses three historical meanings that "method" has had since the 1880s. (DSK)
Descriptors: College Instruction, Curriculum Development, Curriculum Evaluation, Educational Change
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Davis, O. L., Jr. – Theory and Research in Social Education, 1995
Asserts that social studies practitioners and researchers often misinterpret their history as an extension of the present. Discusses issues and progress in the small, but growing, field of research into the history of social studies education. Concludes that the field's history has been neglected. (CFR)
Descriptors: Curriculum Development, Educational Change, Educational History, Educational Philosophy
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Boyle-Baise, Marilynne – Theory and Research in Social Education, 1995
Attempts to broaden the theoretical base and practical applications of multicultural education by examining the contributions of European American educators to the process. Advocates members of the dominant culture using their own lives as starting points for studying how that culture is maintained. (MJP)
Descriptors: Activism, Cultural Awareness, Cultural Pluralism, Curriculum Development
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Petrini, Glenda C.; Fleming, Dan B. – Theory and Research in Social Education, 1990
Presents a study addressing the confusion over social studies skills. Documents the historical background leading to this confusion by reviewing the professional and research literature from the early 1900s to the 1980s. Stresses the problem of imprecise terminology, pointing out that the citizenship, inquiry, study, and thinking skills movements…
Descriptors: Citizenship Education, Curriculum Development, Educational Change, Educational History
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Seixas, Peter – Theory and Research in Social Education, 1994
Maintains that, to write meaningful history, historians work implicitly with criteria of historical significance. Reports on a study of 14 10th-grade students' opinions about the significance of historical events. Concludes that attention to students' understanding of historical significance would enhance the teaching and learning. (CFR)
Descriptors: Curriculum Development, Educational Change, Educational Improvement, Foreign Countries
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Nelson, Jack L. – Theory and Research in Social Education, 1994
Describes the liberal-progressive roots of social studies education. Reports on a review of professional literature since the 1950s and argues that calls for school reform in the 1950s and 1980s were grounded in conservative thinking. (CFR)
Descriptors: Curriculum Development, Educational Change, Educational History, Educational Research
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Singer, Alan – Theory and Research in Social Education, 1995
Reports on a study of the impact of a transformative curriculum in social studies among 96 11th-grade students in a New York City high school. Illustrates problems teachers face when they assume that students are making the intellectual connections expected of them. (CFR)
Descriptors: Curriculum Development, Educational Change, Educational Objectives, Females
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Banks, James A. – Theory and Research in Social Education, 1995
Contends that 1960 and 1970 social studies projects reflected institutionalized mainstream academic knowledge in the social sciences. Calls for closing the gap between transformational knowledge and the teaching of social studies in public schools. (CFR)
Descriptors: Blacks, Cognitive Processes, Cultural Pluralism, Curriculum Development
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