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  Subjects -> SOCIAL SCIENCES (Total: 1676 journals)
    - BIRTH CONTROL (22 journals)
    - CHILDREN AND YOUTH (252 journals)
    - FOLKLORE (30 journals)
    - MATRIMONY (16 journals)
    - MEN'S INTERESTS (16 journals)
    - MEN'S STUDIES (89 journals)
    - SEXUALITY (53 journals)
    - SOCIAL SCIENCES (982 journals)
    - WOMEN'S INTERESTS (44 journals)
    - WOMEN'S STUDIES (172 journals)

SOCIAL SCIENCES (982 journals)            First | 1 2 3 4 5     

Showing 401 - 136 of 136 Journals sorted alphabetically
International Journal of Canadian Studies / Revue internationale d’études canadiennes     Full-text available via subscription   (Followers: 1)
International Journal of Conflict and Violence     Open Access   (Followers: 24)
International Journal of Cultural and Social Studies (IntJCSS)     Open Access   (Followers: 1)
International Journal of Cultural Policy     Hybrid Journal   (Followers: 11)
International Journal of Disaster Risk Reduction     Hybrid Journal   (Followers: 20)
International Journal of Growth and Development     Open Access   (Followers: 1)
International Journal of Iberian Studies     Hybrid Journal   (Followers: 5)
International Journal of Information, Diversity, & Inclusion     Open Access  
International Journal of Innovative Research and Scientific Studies     Open Access   (Followers: 2)
International Journal of Innovative Research in Social and Natural Sciences     Open Access   (Followers: 1)
International Journal of Integrated Education and Development     Open Access  
International Journal of Intercultural Relations     Hybrid Journal   (Followers: 14)
International Journal of Knowledge-Based Development     Hybrid Journal   (Followers: 5)
International Journal of Korean Humanities and Social Sciences     Open Access  
International Journal of Language and Culture     Hybrid Journal   (Followers: 3)
International Journal of Management and Social Sciences     Full-text available via subscription   (Followers: 6)
International Journal of Management, Economics and Social Sciences     Open Access   (Followers: 15)
International Journal of Multidisciplinary Studies     Open Access  
International Journal of Punishment and Sentencing, The     Full-text available via subscription   (Followers: 9)
International Journal of Qualitative Methods     Open Access   (Followers: 28)
International Journal of Research in Business and Social Science     Open Access   (Followers: 8)
International Journal of Social and Allied Research     Full-text available via subscription   (Followers: 2)
International Journal of Social and Humanistic Computing     Hybrid Journal   (Followers: 1)
International Journal of Social And Humanities Sciences     Open Access  
International Journal of Social and Organizational Dynamics in IT     Full-text available via subscription   (Followers: 3)
International Journal of Social Research Methodology     Hybrid Journal   (Followers: 71)
International Journal of Social Science Research     Open Access   (Followers: 15)
International Journal of Social Science Studies     Open Access   (Followers: 16)
International Journal of Social Sciences and Education Research     Open Access  
International Journal of Social Sciences and Humanity Studies     Open Access  
International Journal of Synergy and Research     Open Access  
International Journal of the Sociology of Leisure     Hybrid Journal  
International Journal of Undergraduate Research and Creative Activities     Open Access   (Followers: 2)
International Journal Pedagogy of Social Studies     Open Access  
International Quarterly for Asian Studies     Open Access  
International Review of Qualitative Research     Full-text available via subscription   (Followers: 32)
International Review of Social Research     Open Access   (Followers: 3)
International Scholarly Research Notices     Open Access   (Followers: 219)
International Social Science Journal     Hybrid Journal   (Followers: 23)
International Studies. Interdisciplinary Political and Cultural Journal     Open Access   (Followers: 9)
Internationale Revue Fur Soziale Sicherheit     Hybrid Journal   (Followers: 1)
InterSciencePlace     Open Access   (Followers: 1)
Investigación Valdizana     Open Access  
Investigación y Desarrollo     Open Access   (Followers: 1)
Investigaciones Geográficas (Esp)     Open Access  
Irish Journal of Applied Social Studies     Open Access   (Followers: 5)
Issues in Social Science     Open Access   (Followers: 5)
Ithaca : Viaggio nella Scienza     Open Access  
IULC Working Papers     Open Access  
Ius et Praxis     Open Access  
Izvestia Ural Federal University Journal. Series 3. Social and Political Sciences     Open Access  
J : Multidisciplinary Scientific Journal     Open Access  
JICSA : Journal of Islamic Civilization in Southeast Asia     Open Access  
Journal for New Generation Sciences     Open Access   (Followers: 4)
Journal for Semitics     Full-text available via subscription   (Followers: 8)
Journal of Addiction & Prevention     Open Access   (Followers: 1)
Journal of Advanced Academic Research     Open Access   (Followers: 3)
Journal of Agriculture and Social Research (JASR)     Open Access   (Followers: 5)
Journal of Agriculture, Forestry and the Social Sciences     Full-text available via subscription   (Followers: 5)
Journal of Applied Social Psychology     Hybrid Journal   (Followers: 55)
Journal of Applied Social Science     Hybrid Journal   (Followers: 17)
Journal of Arabic and Islamic Studies     Open Access   (Followers: 1)
Journal of Arts and Social Sciences     Open Access  
Journal of ASIAN Behavioural Studies     Open Access   (Followers: 4)
Journal of Burirum Rajabhat University     Open Access  
Journal of Business and Social Sciences     Open Access  
Journal of Business and Social Sciences Research     Open Access  
Journal of Cognition and Culture     Hybrid Journal   (Followers: 17)
Journal of Community Development and Life Quality     Open Access  
Journal of Comparative Social Welfare     Hybrid Journal   (Followers: 18)
Journal of Computational Social Science     Hybrid Journal  
Journal of Contemporary African Studies     Hybrid Journal   (Followers: 4)
Journal of Critical Race inquiry     Open Access   (Followers: 10)
Journal of Cultural Economy     Hybrid Journal   (Followers: 10)
Journal of Cultural Heritage     Full-text available via subscription   (Followers: 16)
Journal of Development Effectiveness     Hybrid Journal   (Followers: 6)
Journal of Economy Culture and Society     Open Access  
Journal of Educational Social Studies     Open Access   (Followers: 9)
Journal of Family & Consumer Sciences     Full-text available via subscription   (Followers: 1)
Journal of Family Studies     Hybrid Journal   (Followers: 12)
Journal of Geography, Politics and Society     Open Access  
Journal of Globalization and Development     Hybrid Journal   (Followers: 12)
Journal of Graduate Research     Open Access  
Journal of Graduate School Sakon Nakhon Rajabhat University     Open Access  
Journal of Graduate Studies in Northern Rajabhat Universities     Open Access  
Journal of Graduate Studies Valaya Alongkorn Rajabhat University     Open Access  
Journal of Human Security     Open Access   (Followers: 10)
Journal of Humanities and Social Sciences     Open Access  
Journal of Humanities and Social Sciences Surin Rajabhat University     Open Access  
Journal of Humanities and Social Sciences, Rajapruk University     Open Access  
Journal of Humanity     Open Access   (Followers: 5)
Journal of Ilahiyat Researches     Open Access  
Journal of Indian Ocean World Studies     Open Access  
Journal of Interdisciplinary Gender Studies: JIGS     Full-text available via subscription   (Followers: 17)
Journal of International and Comparative Social Policy     Hybrid Journal  
Journal of Korean Studies     Full-text available via subscription   (Followers: 12)
Journal of Language and Social Psychology     Hybrid Journal   (Followers: 13)
Journal of Markets & Morality     Partially Free  
Journal of Mediterranean Knowledge     Open Access   (Followers: 7)
Journal of Men, Masculinities and Spirituality     Full-text available via subscription   (Followers: 13)
Journal of Methods and Measurement in the Social Sciences     Open Access   (Followers: 4)
Journal of Migration and Refugee Issues, The     Full-text available via subscription   (Followers: 35)
Journal of Multicultural Affairs     Open Access  
Journal of Organisational Transformation & Social Change     Hybrid Journal   (Followers: 7)
Journal of Pan African Studies     Open Access   (Followers: 3)
Journal of Personality and Social Psychology     Full-text available via subscription   (Followers: 331, SJR: 4.302, CiteScore: 6)
Journal of Policy Practice     Hybrid Journal   (Followers: 5)
Journal of Poverty and Social Justice     Full-text available via subscription   (Followers: 29)
Journal of Progressive Research in Social Sciences     Open Access   (Followers: 5)
Journal of Purdue Undergraduate Research     Open Access   (Followers: 1)
Journal of Relationships Research     Hybrid Journal   (Followers: 5)
Journal of Religion & Spirituality in Social Work: Social Thought     Hybrid Journal   (Followers: 11)
Journal of Research in National Development     Full-text available via subscription  
Journal of Responsible Innovation     Hybrid Journal   (Followers: 7)
Journal of Social Change     Open Access   (Followers: 7)
Journal of Social Development in Africa     Full-text available via subscription   (Followers: 6)
Journal of Social Distress and the Homeless     Hybrid Journal   (Followers: 6)
Journal of Social Intervention: Theory and Practice     Open Access   (Followers: 1)
Journal of Social Issues     Hybrid Journal   (Followers: 18)
Journal of Social Philosophy     Hybrid Journal   (Followers: 25)
Journal of Social Science Education : JSSE     Open Access  
Journal of Social Science Studies     Open Access   (Followers: 13)
Journal of Social Sciences     Open Access   (Followers: 16)
Journal of Social Sciences and Humanities Review     Open Access  
Journal of Social Structure     Open Access   (Followers: 1)
Journal of Social Studies Research     Full-text available via subscription   (Followers: 16)
Journal of Studies in Social Sciences     Open Access   (Followers: 6)
Journal of Technology in Human Services     Hybrid Journal   (Followers: 4)
Journal of the Bangladesh Association of Young Researchers     Open Access   (Followers: 1)
Journal of the Polynesian Society     Full-text available via subscription   (Followers: 7)
Journal of the Society for Social Work and Research     Full-text available via subscription   (Followers: 11)
Journal of the University of Ruhuna     Open Access   (Followers: 1)
Journal of Transnational American Studies     Open Access   (Followers: 3)
Journal of Trust Management     Open Access   (Followers: 4)
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Jurnal Abdimas     Open Access  
Jurnal Biometrika dan Kependudukan     Open Access  
Jurnal Ilmiah Ilmu Sosial     Open Access   (Followers: 1)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Kawistara     Open Access  
Jurnal Lakon     Open Access  
Jurnal Masyarakat dan Budaya     Open Access  
Jurnal Pendidikan Ilmu Sosial     Open Access   (Followers: 1)
Jurnal Sosial Humaniora     Open Access   (Followers: 2)
Jurnal Teori dan Praksis Pembelajaran IPS     Open Access  
Jurnal Terapan Abdimas     Open Access  
Just Policy: A Journal of Australian Social Policy     Full-text available via subscription   (Followers: 16)
Kaleidoscope     Open Access  
Kasetsart Journal of Social Sciences     Open Access   (Followers: 2)
Kervan. International Journal of Afro-Asiatic Studies     Open Access  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kırklareli Üniversitesi Sosyal Bilimler Dergisi     Open Access  
Knowledge Management for Development Journal     Hybrid Journal   (Followers: 10)
Kontext : Zeitschrift für Systemische Therapie und Familientherapie     Hybrid Journal  
Korea : Politik, Wirtschaft, Gesellschaft     Open Access  
Korean Social Science Journal     Hybrid Journal   (Followers: 2)
Kotuitui : New Zealand Journal of Social Sciences Online     Open Access   (Followers: 20)
Kulttuurintutkimus     Open Access  
Kulturwissenschaftliche Zeitschrift     Open Access   (Followers: 2)
KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie     Hybrid Journal   (Followers: 17)
L'Homme. Europäische Zeitschrift für Feministische Geschichtswissenschaft     Hybrid Journal   (Followers: 4)
L'Ordinaire des Amériques     Open Access  
La Tercera Orilla     Open Access  
Labyrinthe     Open Access  
Lambda Nordica     Open Access  
Language and Intercultural Communication     Hybrid Journal   (Followers: 23)
Language Resources and Evaluation     Hybrid Journal   (Followers: 5)
Lavboratorio : Revista de Estudios sobre Cambio Estructural y Desigualdad Social.     Open Access  
Lectio Socialis     Open Access  
Les Cahiers des dix     Full-text available via subscription   (Followers: 1)
Les Cahiers d’EMAM     Open Access   (Followers: 1)
Letras Verdes. Revista Latinoamericana de Estudios Socioambientales     Open Access   (Followers: 2)
Letters on Evolutionary Behavioral Science     Open Access  
Lex Social : Revista de Derechos Sociales     Open Access   (Followers: 1)
Lilith: A Feminist History Journal     Full-text available via subscription   (Followers: 4)
Liminar. Estudios Sociales y Humanisticos     Open Access   (Followers: 3)
Literacy Learning: The Middle Years     Full-text available via subscription   (Followers: 6)
Local-Global: Identity, Security, Community     Full-text available via subscription   (Followers: 4)
Loisir et Société / Society and Leisure     Hybrid Journal   (Followers: 2)
Lucero     Open Access  
Lúdicamente     Open Access   (Followers: 1)
Lutas Sociais     Open Access   (Followers: 1)
Lwati : A Journal of Contemporary Research     Full-text available via subscription   (Followers: 2)
Macedon Digest, The     Full-text available via subscription   (Followers: 1)
Maine Policy Review     Open Access   (Followers: 2)
Majalah Sainstekes / Sainstekes Magazine     Open Access  
Maskana     Open Access  
Mathématiques et sciences humaines     Open Access   (Followers: 7)
Mayéutica Revista Científica de Humanidades y Artes     Open Access  
McNair Scholars Research Journal     Open Access  
McNair Scholars Research Journal     Open Access  
Meanjin     Full-text available via subscription   (Followers: 1)
Meanjin     Full-text available via subscription   (Followers: 3)
Meanjin Papers     Full-text available via subscription   (Followers: 2)
Measurement Instruments for the Social Sciences     Open Access  
Media Information Australia     Full-text available via subscription  
Media International Australia     Hybrid Journal   (Followers: 2)
Media International Australia     Full-text available via subscription   (Followers: 1)
Melbourne Journal of Politics     Full-text available via subscription   (Followers: 1)
Mémoire(s), identité(s), marginalité(s) dans le monde occidental contemporain     Open Access   (Followers: 1)

  First | 1 2 3 4 5     

Similar Journals
Journal Cover
Journal of Social Studies Research
Journal Prestige (SJR): 0.379
Citation Impact (citeScore): 1
Number of Followers: 16  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 0885-985X
Published by Elsevier Homepage  [3177 journals]
  • “I think the comfort women are us”: National identity and affective
           historical empathy in students’ understanding of “comfort women” in
           South Korea
    • Abstract: Publication date: Available online 21 October 2019Source: The Journal of Social Studies ResearchAuthor(s): Hana JunAbstractThis study investigates how students' national identity affects their historical understanding by mediating their use of affective historical empathy. The research focuses on the case of “comfort women” (women forced into sexual slavery for Japanese soldiers during WWII) in South Korea—a topic in which a strong nationalist narrative dominates social and educational discourses. I conducted semi-structured, task-based group interviews with 16 high school students in South Korea. In interviews, students' national identity mediated how they utilized four types of affective historical empathy: Students as ethnic Koreans cared more about “our” Korean comfort women over others; cared that Korean comfort women and others suffered from what “we” and “they” did as nations; cared for those women's voices from a humanitarian perspective beyond their ethnic and national boundaries; and cared to make social changes for those women and themselves as future citizens of their democratic nation. These findings help us understand how students' emotional attachment to “our” nation and its members can mediate their historical understanding through affective historical empathy as well as how affective historical empathy can motivate students to move beyond purely nationalistic concerns. This case study also stimulates reflection on historical empathy's implications for students' democratic civic participation.
       
  • We want to do more than survive: Abolitionist teaching and the pursuit of
           educational freedom, B.L. Love. Beacon Press, Boston, MA (2019), 192
           pages, $24.95 (hard cover). ISBN: 978-080706915-8
    • Abstract: Publication date: Available online 19 October 2019Source: The Journal of Social Studies ResearchAuthor(s): Kaitlin E. Popielarz
       
  • Media review, DreamWorks. (Producer), Farrelly, P. (Director). (November
           16, 2018), Green Book [Feature Film]. United States: Universal Pictures
    • Abstract: Publication date: October 2019Source: The Journal of Social Studies Research, Volume 43, Issue 4Author(s): Lisa Brown Buchanan, Cara F. Ward
       
  • Students׳ use of data visualizations in historical reasoning: A
           think-aloud investigation with elementary, middle, and high school
           students
    • Abstract: Publication date: October 2019Source: The Journal of Social Studies Research, Volume 43, Issue 4Author(s): Tamara L. ShreinerAbstractData literacy – the ability to analyze, interpret, evaluate, and use data and data visualizations – has become increasingly important for understanding and communicating information in the discipline of history. In the United States, curricular standards and standardized assessments already reflect this importance, but educators lack a clear picture of how students use data visualizations when reasoning about the past. How do students use data visualizations when reasoning about a historical question' To what degree does using data visualizations enhance students’ historical reasoning' What challenges do students face when attempting to use data visualizations' This study addresses these questions, investigating how fifth-grade, eighth-grade, and high school students use data visualizations from typical school textbooks. Twenty-seven students were interviewed, surveyed, and asked to think aloud about a historical question while using a textbook entry that included a data visualization. Results from qualitative and quantitative analyses highlight the potential for data visualizations to enhance historical reasoning. However, results also indicate that students are unlikely to read data visualizations on their own, underscoring the importance of providing targeted data literacy instruction.
       
  • Middle school geography teachers׳ professional development centered
           around historical photographs
    • Abstract: Publication date: October 2019Source: The Journal of Social Studies Research, Volume 43, Issue 4Author(s): Cory CallahanAbstractThis paper describes three social studies teachers’ participation in an approximately 50-h, 13-month, Lesson Study-type professional development program called Beyond Words. The program centered around promoting teachers’ understanding of historical domain knowledge through experiences with innovative visual curriculum materials and sustained collaboration. This qualitative investigation answers: To what degree can Beyond Words help in-service geography teachers design and implement powerful instruction centered around historical photographs' Throughout Beyond Words the teachers demonstrated a spirit of open-mindedness and a willingness to experiment with unfamiliar ideas; they planned and implemented a lesson that featured engaging historical photographs, thinking critically about the past, and making claims about a public issue. At the end of the program, however, they demonstrated conventional approaches toward social studies instruction, especially regarding curriculum and assessment. The work shared here suggests that helping teachers craft high-quality questions to anchor student-inquiry and scaffolding teachers’ sensemaking of student-outcome data should be high priorities for professional development providers.
       
  • Critical historical inquiry: The intersection of ideological clarity and
           pedagogical content knowledge
    • Abstract: Publication date: Available online 30 September 2019Source: The Journal of Social Studies ResearchAuthor(s): Brooke Blevins, Kevin Magill, Cinthia SalinasAbstractThis paper presents the relationship between pedagogical content knowledge and political/ideological clarity as a framework for understanding the nuanced interpretations and applications of critical social studies pedagogy and practice. Using a qualitative case study research design, this study explores the decision-making process of two novice social studies teachers as they decide if and how to utilize critical historical inquiry within their classrooms. Findings indicate that teachers' use of critical historical inquiry is informed by their subject area consciousness and political and ideological clarity which is cultivated through personal, schooling, and communal experiences. However, we also find that a teacher's pedagogy is significantly strengthened when political and ideological clarity are coupled with pedagogical content knowledge to ensure a more developed enactment of critical historical inquiry is reached within the social studies classroom.
       
  • An education in ‘evil’: Implications for curriculum, pedagogy, and
           beyond, C. van Kessel. Palgrave Macmillan, London, UK (2019), 155 pages,
           US$59.49 Hardcover. ISBN 978-3-030-16605-2
    • Abstract: Publication date: Available online 20 September 2019Source: The Journal of Social Studies ResearchAuthor(s): Bretton A. Varga
       
  • Preparing elementary pre-service teachers for social studies integration
           in an alternative field placement
    • Abstract: Publication date: Available online 19 September 2019Source: The Journal of Social Studies ResearchAuthor(s): Sara B. DemoinyAbstractAs social studies receives less instructional time in elementary classrooms, elementary pre-service teachers (PSTs) observe little social studies instruction in their field placements. Social studies integration is one way to counteract the devaluation of social studies in elementary schools. This multiple case study examines the extent to which nine elementary PSTs were able to integrate social studies into lessons during an alternative field placement, an integratedSTEM camp. The findings show variance across and within participants in their ability to integrate social studies in a quality way. Implications for elementary social studies methods course instructors are discussed.
       
  • Critically examining virtual history curriculum
    • Abstract: Publication date: Available online 17 September 2019Source: The Journal of Social Studies ResearchAuthor(s): Tiffany Rae McBean, Joseph R. FeinbergAbstractWith a notable growth in the number of students accessing online education and virtual schools, social studies educators and researchers should evaluate these educational platforms. This study involves a critical evaluation of U.S. History curriculum of Georgia Virtual School through Critical Race Theory, and contributes to the nascent literature on social studies online instruction. The results from this study illustrate a picture of Georgia Virtual School (GAVS) that coincides with research on race and racism in social studies education. In particular, analysis of the U.S. History course from GAVS shows race and racism are not addressed to the degree that Georgia Standards of Excellence require. In addition, traditionally marginalized groups, such as LatinX, Asian Americans and Native Americans, are given significantly less curricular coverage than African Americans. Racism is also presented as an overarching systemic problem. Overall, the data shows that GAVS U.S. History curriculum inadequately addresses the significance of race and racism in United States history.
       
  • Familiar stranger: A life between two islands, S. Hall, B. Schwarz. Duke
           University Press, Durham, NC (2017), Price: $25.95
    • Abstract: Publication date: Available online 12 September 2019Source: The Journal of Social Studies ResearchAuthor(s): Gabriel S. Huddleston, Warren Crichlow
       
  • Examining pre-service teachers’ preparedness and perceptions about
           teaching controversial issues in social studies
    • Abstract: Publication date: Available online 5 September 2019Source: The Journal of Social Studies ResearchAuthor(s): Lydiah Nganga, Amy Roberts, John Kambutu, Joanie JamesAbstractThis study explored pre-service teachers' (N = 37) perceptions about teaching controversial global and local topics. Additionally, it examined participants’ level of preparedness, motivation and perceived hindrances to teaching controversial issues. To do so, the study used a interpretive phenomenological approach (IPA). Data from written reflections and semi-structured interviews showed 80 percent of participants lacked exposure to college work that examined controversial issues prior to taking Social Studies Methods course. However, after taking the course, participants were able to identify controversial topics, but they still displayed limited critical awareness and conceptualization of teaching controversial issues. Other findings pointed to the benefits of teaching controversial topics in a planned and intentional manner.
       
  • Is civics enough' High school civics education and young adult voter
           turnout
    • Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Kelly Siegel-StechlerAbstractResearch on civic development in schools has identified a number of promising practices for increasing civic knowledge and interest among youth. This study examines the relationship between the most promising practices and increased political engagement as a young adult, using the likelihood of voting as a proxy. By assessing nationally representative survey data using a linear probability model, I explore whether youth who take civics in high school are more likely to vote as young adults. Results show a significant positive association between taking a civics course and extracurricular participation in high school, and likelihood of voting as a young adult, even after adjusting for other determinants of civics education and voter turnout. This paper explains the significance of these findings and makes the case for the importance of high school civic education and for further exploration of the factors involved in the process.
       
  • Holocaust education as a path to prepare preservice social studies
           teachers to be social justice educators
    • Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Shanedra D. Nowell, Naomi K. PoindexterAbstractWhat lessons does Holocaust education hold for preservice teachers and how does Holocaust education aid their growth as social justice educators' In this qualitative teacher research study we attempt to answer these questions by analyzing the coursework and reflections of 16 social studies preservice teachers (PSTs) as they completed an in-depth study of the Holocaust through historical research, field trips, and reading young adult literature, and designed creative and engaging lessons to teach the Holocaust to secondary social studies students (grades 6-12). Findings reveal “blind spots” in the PSTs Holocaust-related content knowledge, pedagogy, ability to make connections between the historical event and their students’ lives, and their acceptance the role of social justice education (Bazerman & Tenbrunsel, 2011). Over the course of the study, the PSTs improved their content and pedagogical knowledge, and took their first steps towards becoming social justice educators. We also found that for PSTs, taking on the role of Holocaust educators and social justice educators takes time and practice This study broadens scholarship on many common concerns in teacher education, such as dispositions, multicultural education, and teaching for social justice. The findings inform teacher educators, teacher candidates, and practicing teachers on the connections between Holocaust and social justice education, and provide a model for teaching social studies for social justice.
       
  • K-6 pre-service teachers’ emerging professional identities as social
           studies educators
    • Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Janie HubbardAbstractIt is vital that social studies be an integral part of the elementary (Kindergarten-6) curriculum to prepare all children to participate in increasingly diverse democracies. This study's purpose was to investigate 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. This case study explored research questions primarily through qualitative methods. Research implications contribute to possible solutions for (1) helping pre-service teachers understand how professional educators, outside their local areas, create and learn public scholarship to educate diverse democracies, (2) helping pre-service teachers recognize relationships between high quality professional development, networking, organization membership, and professional identity, and (3) sense of belonging as one treatment for U.S. novice teacher attrition rates.
       
  • “Why is studying hard a violation of human rights'”: Tensions and
           contradictions in Korean students’ reasoning about human rights
    • Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Geena KimAbstractThis study 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. Open-ended, task-based interviews were conducted with 22 high school students in Korea. Korean students were aware of human rights violations involved in any given social issues, but their explanations focused only on the principle of political and economic equality. However, Korean students showed contradictory reasoning when they pointed to human rights issues in international or Korean settings; whereas they pointed to structural oppression as the cause of human rights violations and applied universal principles of human rights in the international context, they considered individual choices and traditional values in the Korean context. This study indicates that Korean students’ understanding of human rights is influenced by a variety of contextual factors in and out of school, and it suggests that social studies educators must challenge students’ prior experiences with and ideas about human rights issues in settings outside of school.
       
  • Teaching elementary social studies during snack time and other
           unstructured spaces
    • Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Annie McMahon Whitlock, Kristy A. BrugarAbstractIt is common practice for social studies in the elementary school day to be integrated into other subject areas, especially language arts. Also common in an elementary school day are unstructured spaces such as snack time or recess. In this paper, we present findings from a larger study on social studies integration within various subject areas to explore how two teachers (first and fifth grade) integrated social studies into unstructured spaces. These teachers integrated social studies concepts and experiences into morning work, community building, snack time, and after-lunch reading to varying degrees. This study provides an inroad for conversation among researchers, teacher educators, and practicing teachers about the ideals and reality of elementary social studies with the hope of deepening students’ experiences.
       
  • “Let's try and grapple all of this”: A snapshot of racial identity
           development and racial pedagogical decision making in an elective social
           studies course
    • Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Andrea M. HawkmanAbstractThis 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. De la Vega draws upon his own racial biography and experiences with race/ism to engage with high school students around racialized content. A conceptual framework grounded in racial identity development theory is used. This snapshot of racial pedagogical decision making, or RPDM, features a discussion of implications for social studies pedagogy to promote racial identity development in the classroom.
       
  • A DBQ in a multiple-choice world: A tale of two assessments in a unit on
           the Byzantine Empire
    • Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Colleen Fitzpatrick, Stephanie van Hover, Ariel Cornett, David HicksAbstractThis case study 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. We employed qualitative research methods to examine how the teacher enacted a mandated performance assessment during a unit on Byzantium and how students described their learning and classroom experiences from the unit. Drawing on Grant׳s idea of ambitious teaching and learning of history and Ball׳s work on policy realization, analysis of these data indicated that Mr. Smith interpreted and enacted a performance assessment in ways that differed from how district and state policy makers intended. Despite an assessment that the district designed to promote historical thinking skills, students learned primarily factual knowledge.
       
  • An elementary social studies teacher׳s quest to develop democratic
           citizens: The boundaries of ambitious teaching
    • Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Tina L. Heafner, Jessica NorwoodAbstractDeveloping informed and participatory citizens is one of the aims of the National Council for the Social Studies’ (NCSS) vision of civic education. However, when aspiring to meet the call for meaningful civic education, teachers may find themselves at odds with other goals of accountability-driven school environments, creating contexts in which ambitious teaching becomes the answer to instilling democratic citizenship in students. The purpose of this study is to document the experience of such 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. Through describing her teaching philosophy, instructional strategies, and experience with administration hampering her ability to promote civic education, a pattern of ambitious social studies teaching commensurate with existing literature is supported and questioned.
       
  • Teaching and learning difficult histories in international contexts: A
           critical sociocultural approach, T. Epstein, C.L. Peck (Eds.). Routledge,
           New York and Abingdon, Oxon (2018), 263 pages, Hardcover: $149.95. ISBN
           978-1-138-70247-9
    • Abstract: Publication date: Available online 30 May 2019Source: The Journal of Social Studies ResearchAuthor(s): Allison Weller
       
  • Radical Imagine-Nation: Public Pedagogy & Praxis, P. McLaren, S. SooHoo
           (Eds.). Peter Lang Publishing, Inc., New York (2018), 327, hardcover
           $124.95 softcover $47.95.978-1-4331-4377-9
    • Abstract: Publication date: Available online 21 May 2019Source: The Journal of Social Studies ResearchAuthor(s): Van Anh Tran
       
  • Cycle of segregation: Social processes and residential stratification, M.
           Krysan, K. Crowder. Russell Sage Foundation, New York (2017), 321, $35.
           ISBN-13: 978-0871544902
    • Abstract: Publication date: Available online 19 May 2019Source: The Journal of Social Studies ResearchAuthor(s): Heather Sweeney
       
  • From multicultural to romanticized representations of the past: How Mendez
           
    • Abstract: Publication date: Available online 15 May 2019Source: The Journal of Social Studies ResearchAuthor(s): Maribel Santiago
       
  • Eighth Grade, S. Rudin, E. Bush, L. Yacoub, C. Storer, B. Burnham. (2018),
           [Motion Picture]. USA: A24
    • Abstract: Publication date: Available online 10 May 2019Source: The Journal of Social Studies ResearchAuthor(s): Joseph McAnulty
       
  • Fear and learning in student teaching: Accountability as gatekeeper in
           social studies
    • Abstract: Publication date: Available online 7 May 2019Source: The Journal of Social Studies ResearchAuthor(s): Todd S. Hawley, Gretchen M. WhitmanAbstractToday’s pre-service teachers grew up attending schools where high stakes testing and teacher accountability were the norm. Despite a substantial body of research focused on the influence high-stakes testing on the practices of novice social studies teachers, a gap exists regarding the accountability movement's influence on novice social studies teachers. This study focused explicitly on the influence high-stakes testing and the culture of accountability had on two pre-service social studies teachers during their student teaching experience. Our findings highlight the ways the accountability culture of public schools served a narrow gatekeeping function, limiting what participants learned during student teaching. Rethinking gatekeeping during student teaching within the current era of accountability and oversight positions teacher educators to confront the constricting nature of student teaching today. Student teachers must learn to recognize the gatekeeping aspects of the accountability culture and to make sense of the contradictions embedded in the student teaching experience.
       
  • 2018-2019 Planning to Change the World: A Plan Book for Social Justice
           Teachers. Gretchen Brion-Meisels, Margaret Kavanagh, Thomas Nikundiwe,
           Carla Shalaby(Eds.). Published by the Education for Liberation Network.
           (2018). ISBN: 9780942961003, ISBN: 9780942961010
    • Abstract: Publication date: Available online 18 April 2019Source: The Journal of Social Studies ResearchAuthor(s): Tracy Davis
       
  • The social studies teacher-coach: A quantitative analysis comparing
           coaches and non-coaches across how/what they teach
    • Abstract: Publication date: Available online 16 April 2019Source: The Journal of Social Studies ResearchAuthor(s): Ryan T. Knowles, Andrea M. Hawkman, Sarah R. NielsenAbstractThis quantitative study of 3557 high school teachers from 44 states assesses the implications of the social studies teacher-coach. The study compares social studies teacher-coaches and non-coaches in terms of teacher demographics and school contexts, disciplines taught, and instructional preferences. Substantial differences between coaches and non-coaches were found across gender, community type, and teaching experiences. Teacher-coaches disproportionately taught general classes such as government, Economics, and Geography, while non-coaches are more likely to teach Advanced Placement courses. Finally, self-report data measuring teacher's instructional preferences indicates that teacher-coaches were more likely to indicate implementation of lectures, textbooks, worksheets, and videos, while non-coaches were more likely to indicate preference for examining photographs, artifacts, or primary materials.
       
  • Steven Goodman, It's not about grit: trauma, inequity, and the power of
           transformative teaching, (1st ed.) . Teachers College Press, New York
           (2018). 190 pages, $29.95., ISBN: 978-0-8077-5898-4
    • Abstract: Publication date: Available online 16 April 2019Source: The Journal of Social Studies ResearchAuthor(s): Jack Jagodzinski
       
  • Hillbilly elegy: A family and culture in crisis, J.D. Vance. Harper, New
           York City, NY (2016), 264, hard cover price $25.19, soft cover price
           $16.99. ISBN: 9780062300546
    • Abstract: Publication date: Available online 27 March 2019Source: The Journal of Social Studies ResearchAuthor(s): Matt Hensley
       
  • Developing civic competence through action civics: A longitudinal look at
           the data
    • Abstract: Publication date: Available online 18 March 2019Source: The Journal of Social Studies ResearchAuthor(s): Karon LeCompte, Brooke Blevins, Tiffani Riggers-PiehlAbstractThis paper describes student outcomes from participating in a week-long out-of-school action civics program designed to increase students’ civic and political competence and engagement. Using analysis from four years of survey data, this paper presents findings related to changes in students’ civic competence as a result of participating in the program, including findings related to both first time and repeat campers. Data revealed that participants experienced gains in half of the civic competence construct variables, with first-time campers experiencing significant gains in five of the civic competence construct variables. Data analysis suggests that iEngage, an action civics summer experience, was effective in increasing elements of students’ civic competence, including their ability to get people to care about a problem, organize and run a meeting, write an opinion letter or contact a media outlet to express their views, and contact an elected official or community leader to address an issue.
       
  • The pre-service practicum experience and inquiry-oriented pedagogy:
           Evidence from student teachers׳ lesson planning
    • Abstract: Publication date: Available online 12 March 2019Source: The Journal of Social Studies ResearchAuthor(s): Michael P. Marino, Margaret S. CroccoAbstractThis paper addresses whether, how, and to what extent social studies student teachers who have been introduced to inquiry-oriented teaching (as manifest in the National Council for the Social Studies C3 Framework) in their secondary social studies methods course incorporate this approach into the planning for their practicum experience. Based on analysis of lesson plans used in the practicum and follow-up interviews with a small subset of student teachers, this paper analyzes the factors that promote or inhibit use of this approach to teaching in their practicum experience. Results indicate the C3-oriented teaching approach, as taught in the methods course, did appear in the student teachers’ lesson plans. A small subset of student teachers used the framework competently while two smaller subsets were less adept in their application. The degree of application was affected by student teachers’ perceptions of their school placements and students’ needs.
       
  • The mint julep consensus: An analysis of late 19th century Southern and
           Northern textbooks and their Impact on the history curriculum
    • Abstract: Publication date: Available online 11 March 2019Source: The Journal of Social Studies ResearchAuthor(s): Chara Haeussler Bohan, Lauren Yarnell Bradshaw, Wade Hampton MorrisAbstractIn the decades after the Civil War, Southerners wrote and published their own history textbooks for secondary schools. These “mint julep textbooks,” as the Southern all-white editions were called by the 1960s, reinforced a Lost Cause narrative of the war for Southern audiences while competing with Northern versions of events. In this study, we employ both historical narrative and content analysis of six textbooks’ portrayals of John Brown, John Wilkes Booth, and Nathan Bedford Forrest. The textbooks that are compared– three Southern and three Northern – were written from the 1870s through the 1910s. While subtle but important differences emerge between the Northern and Southern depiction of these three figures, an even more important trend developed when analyzing change over time. In this article we conclude that, as time progressed, Southern versions of events increasingly impacted Northern textbooks. By the 1930s, the mint julep version of these three figures became the national consensus, as reflected in the work of historian David Saville Muzzey. This consensus around events like the raid at Harpers Ferry, the assassination of Lincoln, and the massacre at Fort Pillow lasted for much of the 20th century. By the early 20th century, Northerners appeased Southern interests in the writing of history textbooks.
       
  • Predictors of students׳ achievement on NAEP-Economics: A multilevel
           model
    • Abstract: Publication date: Available online 18 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Tina L. Heafner, Phillip J. VanFossen, Paul G. FitchettAbstractPrevious research has examined the role of formal classroom economics education on student learning. However, few studies have examined the role of both in school and out of school economics education exposure on student learning. Using data from the 2006 National Assessment of Educational Progress (NAEP)-Economics 12th grade assessment, we conducted an analysis using multilevel modeling to examine both student- and school-level effects on economics content knowledge. We analyzed the relationship among student-level variables including demographics, economics course structure, and instructional exposure. Unlike prior studies, we accounted for the nesting of students in schools and determined significant building-level effects associated with NAEP-E outcomes. We included district and state accountability policies (e.g., required testing and graduation requirements) as well as contextual variables (e.g., percent minority and percent college bound) at the building level. Findings offered a more nuanced interpretation of earlier NAEP-E studies and extended earlier analyses to include instructional exposure and building-level effects.
       
  • Positioning children׳s literature to confront the persistent avoidance of
           LGBTQ topics among elementary preservice teachers
    • Abstract: Publication date: Available online 14 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Lisa Brown Buchanan, Christina Tschida, Elizabeth Bellows, Sarah B. ShearAbstractUsing a queer theory and disrupting heteronormativity framework, we applied a model lesson in the elementary methods course to understand preservice teachers’ experiences with LGBTQ individuals and families and their beliefs about utilizing children׳s literature portraying LGBTQ families in the elementary classroom. Participants reported a range of personal experiences with LGBTQ individuals and families and relatively positive responses to the family text set presented but wavered on LGBTQ themed books due to perceived conflict, religious beliefs, and ideas about what is appropriate content for young learners. A discussion of the findings also includes preservice teachers’ intentions for future teaching related to LGBTQ topics. Implications for teacher education and social studies education are explored.
       
  • Role retreatism of social studies teacher-coaches: An unequal balancing
           act
    • Abstract: Publication date: Available online 8 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Caroline J. ConnerAbstractThe current study explores role retreatism in secondary social studies teachers who coach athletics. The purpose of this study was to determine the extent to which social studies teacher-coaches retreat towards coaching and reasons for such prioritization. A case study relying primarily on interview and document data was conducted which included three secondary social studies teachers who coach football in the southeastern United States. Results indicate that participants prioritized coaching over teaching to cope with role conflict. The study further highlights the unequal rewards system in American schools, which promotes athletics over academics.
       
  • Teaching students to “think like economists” as democratic
           citizenship preparation
    • Abstract: Publication date: Available online 5 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Cheryl A. Ayers
       
  • Can we meet our mission' Examining the professional development of
           social studies teachers to support students with disabilities and emergent
           bilingual learners
    • Abstract: Publication date: Available online 5 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Ricky Dale Mullins, Thomas Williams, David Hicks, Sara Brooke MullinsAbstractIn this paper, we conduct a secondary analysis of The Institute of Educational Sciences’ (IES) 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to examine: (a) the average caseload of students with disabilities and emergent bilingual learners within and across social studies content areas, as well how social studies teachers’ caseloads compare with other content area disciplines and (b) the extent and perceived utility of professional development opportunities social studies teachers receive to support both students with disabilities and emergent bilingual learners.
       
  • Museums as mentor texts: Preservice teachers analyze informational text
           structures and features present in a historical museum
    • Abstract: Publication date: Available online 30 January 2019Source: The Journal of Social Studies ResearchAuthor(s): Brian Kissel, Erin Miller, Erik Byker, Amy Good, Paul FitchettAbstractThe purpose of this study was to examine 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. Along with exploring historical content, preservice teachers studied the museum as an informational text. Through this experience, preservice teachers discovered: 1) the five informational text structures museum authors used to present information and 2) how museum authors conveyed contemporary and social issues using various forms of writing. Additionally, the museum experience provided a context in which the preservice teachers could engage in critical literacy practices.
       
  • Reasoning with democratic values 2.0: Ethical issues in American history,
           2, David E. Harris, Anne-Lise Halvorsen, Paul F. Dain. Teachers College
           Press, New York (2018), 225, (Vol. 1), 241 pp. (Vol. 2), $29.95 per
           paperback volume. ISBN: 9780807759288
    • Abstract: Publication date: Available online 30 January 2019Source: The Journal of Social Studies ResearchAuthor(s): Brett Bertucio
       
  • Growing democratic citizenship competencies: Fostering social studies
           understandings through inquiry learning in the preschool garden
    • Abstract: Publication date: Available online 3 January 2019Source: The Journal of Social Studies ResearchAuthor(s): Erin M. Casey, Cynthia F. DiCarlo, Kerry L. SheldonAbstractEssential skills and attitudes necessary for active citizenship need to be cultivated as early as prekindergarten. This exploratory study investigated if three and four-year olds could be actively engaged in social studies practices through inquiry learning in a school garden. Eleven children openly interacted and conducted personally-driven investigations on a daily basis in the school garden located on their playground over nine-months. Three interviews with children, teacher observation notes, and lesson plans were analyzed to discover whether NCSS preK-12 learning themes (2010) for the social studies curriculum could be correlated with garden inquiries. Three prevalent NCSS themes surfaced from data analysis with Civic Ideals and Practices, People, Places, and Environments, and Time, Continuity, and Change being most prevalent. Results imply that working in a school garden through inquiry learning can foster the development of democratic competencies and thus, could be used to design C3 lessons for preschoolers in the garden.
       
 
 
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