Abstract: Publication date: Available online 6 August 2020Source: The Journal of Social Studies ResearchAuthor(s): Stephanie Schroeder, Natasha C. Murray-Everett, Jacob Gates, Sarah B. Shear
Abstract: Publication date: Available online 1 August 2020Source: The Journal of Social Studies ResearchAuthor(s): Casey Holmes, Nina R. Schoonover, Ashley A. Atkinson
Abstract: Publication date: Available online 24 July 2020Source: The Journal of Social Studies ResearchAuthor(s): Caroline J. Conner, Chara Haeussler Bohan
Abstract: Publication date: Available online 11 June 2020Source: The Journal of Social Studies ResearchAuthor(s): Elizabeth O. Crawford, Heidi J. Higgins, Jeremy Hilburn
Abstract: Publication date: Available online 20 February 2020Source: The Journal of Social Studies ResearchAuthor(s): Nicholas E. Coddington Over the last 30 years, colleges of education across the nation have examined and deliberated how best to educate pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Utilizing an ex post facto qualitative research methodology with a questionnaire, interviews, and analysis of lesson plans, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.
Abstract: Publication date: Available online 7 February 2020Source: The Journal of Social Studies ResearchAuthor(s): Oluseyi Matthew Odebiyi, Cynthia S. Sunal Students are expected to develop the intellectual capacity needed to accurately portray other world societies. Few research studies in social studies education, however, draw on a systematic textbook analysis to investigate global perspectives on non-Western societies such as those found in African nations. Situated in framing theory, this study employs a qualitative content analysis approach to examine textual and visual curricular representations of non-Western societies framed in the content of four U.S. world history/cultures and geography textbooks by considering specifically how Nigeria, a very large, relatively wealthy and complex African nation, is represented. The results provide insights into curricular perspectives in U.S. classrooms about non-Western societies, particularly regarding national narratives. Deficit perspectives are the dominant frame so students are primed to construct social reality from the partial textual and visual information to which they are exposed in their classrooms. The findings indicate a lack of research by both textbook authors and publishers into the contents of the texts, which has the potential to negatively affect students’ construction of narratives and civic competence. This study contextualizes its results in visual literacy, cross-cultural behaviors, global perspectives, and attributes of global citizenship.
Abstract: Publication date: Available online 5 February 2020Source: The Journal of Social Studies ResearchAuthor(s): John H. Bickford, Jeremiah Clabough, Tim Taylor Elementary teachers can integrate social studies into their curriculum through thematic or interdisciplinary units. This study explores fourth-grade students’ responses to a month-long, structured inquiry. For two weeks, fourth-graders engaged in multiple readings of five secondary and fourteen primary sources using closed- and open-ended analysis questions and extemporaneous, text-based writing. For another two weeks, the writing process guided students through concept mapping, skeleton outlining, peer- and teacher-review, and revision. Three researchers examined students’ writings for criticality, complexity, and clarity. Findings yielded positive, statistically significant correlations between secondary source usage and historical significance, secondary source usage and continuity-and-change, and primary source usage and contextualization. Positive, weak correlations appear between primary source usage and sourcing. No relationship appears between corroboration and other variables. Meaning is extrapolated for classroom practice and applied to seminal studies. Limitations include a small sample of largely homogeneous, inexperienced students.
Abstract: Publication date: Available online 15 January 2020Source: The Journal of Social Studies ResearchAuthor(s): Bretton A. Varga, Cathryn van Kessel
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