Showing papers in "The Journal of Social Studies Research in 2019"

TL;DR: In this paper, the authors explored how 14 elementary social studies teachers in Grades 3 to 5 integrate social studies throughout the curriculum and evaluated the outcomes of employing an integrated social studies curriculum on teaching civic competence to students.

TL;DR: This paper examined the pedagogical approach of three critically identifying teachers and found that critical civic ontological postures are dynamic, contextual, and disciplinarily situated, which implies an understanding of the power inherent to civic relation and pedagogy.

TL;DR: In this article, two teachers, Charlie Smith and Rosita Hernandez, describe their experiences learning and teaching social studies through the lens of community and propose composite counter-narratives, created from collaborations between the author and current social studies teachers of color.

TL;DR: In this paper, a case study chronicles the pedagogical decision making of one high school teacher, Mr. Diego de la Vega, a pseudonym, as he teaches about race and racism in his elective social studies class, Race, Gender, and Ethnicity.

TL;DR: In this article, the authors investigate how students use data visualizations when reasoning about a historical question and to what degree they enhance students' historical reasoning, and what challenges do students face when attempting to use visualizations.

TL;DR: The authors examined the beliefs and practices of six feminist-identifying teachers and found commonalities across teachers related to classroom discourses, curricular modifications, and professional practice, yet there were compelling differences based on whether or not the teacher subscribed to a critical feminist perspective or a liberal feminist perspective.

TL;DR: This paper explored the relationship between the most promising practices and increased political engagement as a young adult, using the likelihood of voting as a proxy, and found a significant positive association between taking a civics course and extracurricular participation in high school, and likelihood of registering to vote.

TL;DR: Bazerman and Tenbrunsel as mentioned in this paper conducted a qualitative teacher research study to understand what lessons Holocaust education holds for preservice teachers and how it aids their growth as social justice educators.

TL;DR: The authors investigated if three and four-year-olds could be actively engaged in social studies practices through inquiry learning in a school garden, and found that working in the school garden can foster the development of democratic competencies and thus, could be used to design C3 lessons for preschoolers in the garden.

TL;DR: This article examined the racialized tensions that led the teacher (first author) to create an unofficial affinity group for students of color that met outside of class and concluded that while students of colour ideally should have access to culturally affirming knowledge inside social studies classrooms, this experience demonstrates why that kind of knowledge can only be engaged effectively within learning spaces that challenge the norms of conventional social studies education.

TL;DR: This paper investigated how Korean students apply principles of human rights to social issues in Korean and international contexts and how they differentiate between human rights and other values, and found that Korean students were aware of human human rights violations involved in any given social issues, but their explanations focused only on the principle of political and economic equality.

TL;DR: The authors investigated how nine planned and implemented social studies professional development activities, outside traditional classrooms, could impact five volunteer K-6 pre-service teachers' beliefs about their emergent professional identities as social studies educators.

TL;DR: This article examined how elementary preservice teachers (n = 35) experienced museums as potential sites for K-5 students to read museums using two lenses: to learn the history of the place in which they live and examine how museum authors craft texts to tell those stories.

TL;DR: In this paper, King explains students of color desire for social studies education that speaks to their humanity and defines unofficial and unconventional social studies spaces, and argues for a more complete social education education that helps the field understand other places where social studies is performed.

TL;DR: This paper explored the ideas of two undocumented activists who are working to change the laws and politics that affect them and discussed their dedication and their ideas for creating a new basis for a civics curriculum that goes beyond information and instead places other values at the center of education.

TL;DR: In this paper, the Digital Storywork Partnership (DSP) offers a model for social studies education that is not only culturally affirming and revitalizing for Indigenous communities, but also holds potential for use in all communities.

TL;DR: In this article, the authors document the experience of an ambitious teacher, chronicling a fifth grade teacher's quest for ensuring her students' access to civic education in an urban, highly-structured, and accountability-based school environment.

TL;DR: This paper examined the role of formal classroom economics education exposure on student learning using data from the 2006 National Assessment of Educational Progress (NAEP)-Economics 12th grade assessment, using multilevel modeling to examine both student and school-level effects on economics content knowledge.

TL;DR: This paper explored the cultural, historical and political discourses that shape displaced Bhutanese-Nepali youth reading of what citizenship is and what citizenship can be and argued for the need to recognize how displaced communities desire to reclaim legal and cultural citizenship in response to the oppressions they have encountered.

TL;DR: In this paper, the authors describe three social studies teachers' participation in an approximately 50-h, 13-month, Lesson Study-type professional development program called Beyond Words, which focused on promoting teachers' understanding of historical domain knowledge through experiences with innovative visual curriculum materials and sustained collaboration.

TL;DR: In this article, the authors present findings from a larger study on social studies integration within various subject areas to explore how two teachers integrated social studies into unstructured spaces, such as community building, snack time, and after-lunch reading.

TL;DR: This article explored how a teacher, Mr. Smith, and his students experienced a mandated performance assessment while simultaneously preparing for an end-of-the-year high-stakes, multiple-choice assessment.