Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Kelly Siegel-Stechler Research 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.
Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Shanedra D. Nowell, Naomi K. Poindexter What 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.
Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Janie Hubbard It 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.
Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Geena Kim This 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.
Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Annie McMahon Whitlock, Kristy A. Brugar It 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.
Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Andrea M. Hawkman This 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.
Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Colleen Fitzpatrick, Stephanie van Hover, Ariel Cornett, David Hicks This 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.
Abstract: Publication date: July 2019Source: The Journal of Social Studies Research, Volume 43, Issue 3Author(s): Tina L. Heafner, Jessica Norwood Developing 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.
Abstract: Publication date: Available online 7 May 2019Source: The Journal of Social Studies ResearchAuthor(s): Todd S. Hawley, Gretchen M. Whitman Today’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.
Abstract: Publication date: Available online 16 April 2019Source: The Journal of Social Studies ResearchAuthor(s): Ryan T. Knowles, Andrea M. Hawkman, Sarah R. Nielsen This 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.
Abstract: Publication date: Available online 18 March 2019Source: The Journal of Social Studies ResearchAuthor(s): Karon LeCompte, Brooke Blevins, Tiffani Riggers-Piehl This 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.
Abstract: Publication date: Available online 14 March 2019Source: The Journal of Social Studies ResearchAuthor(s): LaGarrett J. King In the editor's notes, King explains students of color desire for social studies education that speaks to their humanity. He introduces the articles in this special issue and defines unofficial and unconventional social studies spaces. He also argues for a more complete social studies education that helps the field understand other places where social studies is performed.
Abstract: Publication date: Available online 12 March 2019Source: The Journal of Social Studies ResearchAuthor(s): Michael P. Marino, Margaret S. Crocco This 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.
Abstract: Publication date: Available online 11 March 2019Source: The Journal of Social Studies ResearchAuthor(s): Chara Haeussler Bohan, Lauren Yarnell Bradshaw, Wade Hampton Morris In 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.
Abstract: Publication date: Available online 18 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Tina L. Heafner, Phillip J. VanFossen, Paul G. Fitchett Previous 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.
Abstract: Publication date: Available online 14 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Lisa Brown Buchanan, Christina Tschida, Elizabeth Bellows, Sarah B. Shear Using 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.
Abstract: Publication date: Available online 8 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Caroline J. Conner The 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.
Abstract: Publication date: Available online 5 February 2019Source: The Journal of Social Studies ResearchAuthor(s): Ricky Dale Mullins, Thomas Williams, David Hicks, Sara Brooke Mullins In 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.
Abstract: Publication date: Available online 30 January 2019Source: The Journal of Social Studies ResearchAuthor(s): Brian Kissel, Erin Miller, Erik Byker, Amy Good, Paul Fitchett The 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.
Abstract: Publication date: Available online 3 January 2019Source: The Journal of Social Studies ResearchAuthor(s): Erin M. Casey, Cynthia F. DiCarlo, Kerry L. Sheldon Essential 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.
Abstract: Publication date: Available online 7 December 2018Source: The Journal of Social Studies ResearchAuthor(s): Tommy Ender Social studies’ explanations of race can marginalize educators of color, due to a lack of focus in the curriculum or conversations in the classroom. This article addresses the problem through composite counter-narratives, created from collaborations between the author and current social studies teachers of color. Two teachers, Charlie Smith and Rosita Hernandez, describe their experiences learning and teaching social studies through the lens of community. Current research positions counter-narratives as a pedagogical tool for pre-service teachers resisting majoritarian narratives or as a curricular tool for elementary social studies teachers challenging mainstream historical texts. However, a gap exists on in-service social studies teachers using community to create counter-narratives. Composite counter-narratives serve as a starting point in addressing this gap. This article aims to provide scholarship space for the voices of teachers of color while situating the community as a significant influence in teaching social studies.
Abstract: Publication date: Available online 27 October 2018Source: The Journal of Social Studies ResearchAuthor(s): Ryan Oto, Anita Chikkatur Using data from interviews, student work, and classroom observations in a “History of Race” course at a private predominantly White high school, this article examines the racialized tensions that led the teacher (first author) to create an unofficial affinity group for students of color that met outside of class. The authors argue that the teacher׳s attempt to implement a curriculum that was culturally affirming for students of color by de-centering Whiteness led to White students’ resistance that necessitated the creation of an unofficial “safe space” outside of the classroom for the students of color. The need for such a group demonstrates the difficulties inherent in presenting a more honest account of the role of race and racism in the United States that challenges narratives of historical progress. The article concludes that while students of color 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.
Abstract: Publication date: Available online 26 October 2018Source: The Journal of Social Studies ResearchAuthor(s): Binaya Subedi The article offers insights into the cultural, historical and political discourses that shape displaced Bhutanese-Nepali youth׳s reading of what citizenship is and what citizenship can be. The article argues for the need to recognize how displaced communities desire to reclaim legal and cultural citizenship in response to the oppressions they have encountered. The article explores the politics that have produced refugee subjects and how displaced communities interpret the meaning of citizenship in response to the anti-immigrant and anti-refugee climate in the United States (and in the world). The research similarly documents how citizenship narratives can speak of anxiety and loss that communities have experienced and how youth resist interpretations of citizenship that privilege national affiliations. The research advocates that social studies researchers engage with how displaced communities conceptualize citizenship in relation to their experiences and histories of displacement. The article also calls for the need to recognize how transnational and cultural aspect of citizenship shapes marginalized people׳s everyday experiences.
Abstract: Publication date: Available online 3 October 2018Source: The Journal of Social Studies ResearchAuthor(s): Kevin Russel Magill Critical pedagogy is an optimistic approach for achieving transformative agency, which remains an elusive and vital aspect of civic education. Therefore, the purpose of this study was to examine the pedagogical approach of three critically identifying teachers. Specifically, this study was interested in understanding participant teacher critically civic ontological postures. The posture implies an understanding of the power inherent to civic relation and pedagogy. Participant teachers uniquely demonstrated postures that allowed them to address conceptual, personal, and material aspects of civics education. Participants achieved this first by making clear temporal connections between citizenship and disciplines; second, by incorporating student experiences; and lastly by utilizing a range of instructional approaches to negate traditional civic archetypes. Findings suggest that critical civic ontological postures are dynamic, contextual, and disciplinarily situated. Authentically critically civic ontological postures include developing intellectual solidarity with students and those in educational communities.
Abstract: Publication date: Available online 2 October 2018Source: The Journal of Social Studies ResearchAuthor(s): Jesús A. Tirado With concerns about political apathy, it might be worth turning to a group that is challenging the political discourse and confronting institutions and policies head on. This article explores the ideas of two undocumented activists who are working to change the laws and politics that affect them. Using their work and dedication, this article discusses 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.
Abstract: Publication date: Available online 18 September 2018Source: The Journal of Social Studies ResearchAuthor(s): Christine Rogers Stanton, Brad Hall, Jioanna Carjuzaa Indigenous communities have always cultivated social studies learning that is interactive, dynamic, and integrated with traditional knowledges. To confront the assimilative and deculturalizing education that accompanied European settlement of the Americas, Montana has adopted Indian Education for All (IEFA). This case study evaluates the Digital Storywork Partnership (DSP), which strives to advance the goals of IEFA within and beyond the social studies classroom through community-centered research and filmmaking. Results demonstrate the potential for DSP projects to advance culturally revitalizing education, community connectedness, and identity-development. The 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. We conclude with recommendations for educators, scholars, and community members engaged in similar efforts.
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