Despite psychology's position within the National Council for the Social Studies' definition of social studies, the American Psychological Association is advocating the rebranding of psychology as a science course. This study interviews six high school psychology teachers and employs a Foucauldian framework to understand different perspectives on…

Social studies education (SSE) commonly uses copying pedagogies (e.g., simulations) to help students develop a deeper understanding of self, others, curriculum, and society. This article argues that simulations are eminently mimetic (i.e., a theoretical orientation concerned with understanding the entangled relationships between originals and…

Ongoing educational reforms and the accountability movement in public education can pose significant challenges for teachers as they strive to meet a critical, social-justice vision for the social studies. Teachers' continued professional growth and learning are viewed as the main factors towards achieving this goal; however, quite often the…

One strategy used by Project CREATES to enhance the fusion of social studies with the arts was to provide various forms of professional development to artists and teachers (Montgomery, Otto, & Hull, 2007), including seminars, book clubs, and on-site Arts Resource Coaches. The purpose of this study was to describe the role of the coaches as…

From the emphasis on lower-level test-prep materials to the disappearance of the subject altogether, elementary social studies is, in the best case scenario, being tested and, thus, taught with a heavy emphasis on recall; and, in the worst-case scenario, not being taught at all. In this article, the author responds to Jeff Passe's views on…

Since 1992, teachers in the Rosemead (California) school district, an urban district east of downtown Los Angeles, have been implementing "Different Ways of Knowing" (DWoK), an integrated interdisciplinary curriculum and teacher development program created by the Galef Institute of Los Angeles. DWoK has been implemented in the Rosemead school…

This article describes findings from a classroom-based action research project conducted by two in-school teachers, a literacy coach and a 4th grade teacher, implementing a new integrated literacy and social studies curriculum and the changes they made in curricular practices and beliefs over a three-year period of time. A university professor…

Describes a professional development project called the Learning Network, launched in 1998. The Learning Network can serve as a model for the integration of technology with interdisciplinary curriculum development and for the creation of a virtual museum. Discusses how the Learning Network incorporates the Massachusetts's learning standards. (CMK)

Expresses concern about how teachers will implement the California Framework for History-Social Science Education. Focuses on the need for staff development based upon four criteria: assessment, articulation, alignment, and allocation. Explaining these criteria, the author assesses how they can be used to implement the Framework. (LS)