This study explored the positionalities of migrant social studies teachers in New York City and how those positionalities inform their perceptions and pedagogical practices of citizenship education. The findings demonstrated that migrant teachers' minoritized racial, cultural, linguistic, and religious backgrounds, together with their lack of…

Web-based resources have the potential for improving classroom instruction through access to new scholarship, diverse perspectives on historical events and current issues, and online connections to people under study. This study is based on a three-year examination of how social studies teachers make decisions on using websites to rethink their…

Social studies teachers, either because of their preparation or their inappropriate in-service professional development, do not have much sensible understanding of the epistemological state of social studies knowledge. Because of this students will not grant their teachers de facto authority, and social studies is considered irrelevant and is very…

Explores teachers' conceptions of the meaning of history. Contends that teachers' conceptions of history tend to place them in one of five typologies: storyteller, scientific historian, relativist/reformer, cosmic philosopher, or eclectic. Finds that these conceptions are related to teacher background, teacher belief, and teacher knowledge.…

Reports on a study of 18 social studies teachers' concepts of justice. Finds that three dominant themes emerged: (1) justice as right and wrong; (2) justice as fairness; and (3) justice as an ideal or standard. Concludes that responses suggest that social studies teachers' education in political theory may be insufficient. (CFR)

Presents a case study involving two teaching certification students. Examines how a social studies methods course and a one-year elementary school postbaccalaureate teacher education program influenced students' educational beliefs and practices. Finds influences are partial, differential, and interactive with students' backgrounds and…

Using classroom observation and interviews in a naturalistic study, investigates how a secondary social studies teacher's personal practical theories influence curricular and teaching practices. Finds the teacher's practice congruent with her beliefs. States the study increased the teacher's awareness of her own theories. Proposes a curriculum…