Theory and Research in Social Education最新文献_第10页

Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization 作为教学挑战的学生偏见:欧洲历史教育者如何在政治两极分化的气候下处理有争议和敏感的问题

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-08-09 DOI: 10.1080/00933104.2021.1947426

Maren Tribukait

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引用次数: 5

Centering the lives of immigrant and refugee youth: (Re)envisioning narratives of belonging in social studies education 以移民和难民青年的生活为中心:(重新)设想社会研究教育中的归属感叙事

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-07-06 DOI: 10.1080/00933104.2021.1940511

Ashley Taylor Jaffee, G. Aponte-Safe

引用次数: 0

Deliberation can wait: How civic litigation makes inquiry critical 审议可以等待：公民诉讼如何使调查变得至关重要

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-07-03 DOI: 10.1080/00933104.2021.1933665

M. Hlavacik, Daniel G. Krutka

引用次数: 9

Connections across time and space: World history instruction through themes and documents 跨越时间和空间的连接:通过主题和文件的世界历史教学

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-06-22 DOI: 10.1080/00933104.2021.1938929

Erin A. Bronstein

引用次数: 0

“Ethnic studies now”: Preparing to teach and support critical K–12 ethnic studies “现在的民族研究”：准备教授和支持关键的K-12民族研究

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-06-22 DOI: 10.1080/00933104.2021.1934807

Jasmin Patrón-Vargas

引用次数: 0

Reframing the purpose of museum visits 重新定义参观博物馆的目的

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-06-22 DOI: 10.1080/00933104.2021.1941616

Alan S. Marcus

引用次数: 0

“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry “什么是奴隶制？”：三年级学生通过历史探究对奴隶制的感知

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-06-11 DOI: 10.1080/00933104.2021.1927921

Ryan E. Hughes

引用次数: 3

Design-based research: The importance of inquiry, collaboration, and innovation in social studies education 基于设计的研究：探究、合作和创新在社会研究教育中的重要性

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-06-04 DOI: 10.1080/00933104.2021.1927221

Tejvir Grewall, W. Toledo

引用次数: 0

Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards 土著擦除标准化：对K-12美国公民和政府标准的TribalCrit和QuantCrit分析

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-06-02 DOI: 10.1080/00933104.2021.1922322

Leilani Sabzalian, Sarah B. Shear, J. Snyder

引用次数: 30

Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class 攻击下的教学：高中教师在课堂上应对恐怖主义时的困境、目标和实践

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-05-04 DOI: 10.1080/00933104.2021.1920523

B. Wansink, Beatrice de Graaf, Elke Berghuis

{"title":"Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class","authors":"B. Wansink, Beatrice de Graaf, Elke Berghuis","doi":"10.1080/00933104.2021.1920523","DOIUrl":"https://doi.org/10.1080/00933104.2021.1920523","url":null,"abstract":"ABSTRACT This article investigates how 12 upper-elementary school teachers dealt with the occurrence of a terrorist attack in their city during school hours and in the immediate aftermath. All teachers were interviewed shortly after the terrorist attack about their goals, dilemmas, and pedagogical strategies employed in the classroom. We found that during the day of the attack the teachers tried to focus on providing both emotional support and adequate information to the pupils. While doing so, the teachers encountered four types of dilemmas: their perceived lack of knowledge concerning the attack and terrorism in general, their worry about increasing fear among pupils by discussing terrorism, the conundrum of balancing the different (and contrasting) perspectives of the pupils, and the lack of clear management support or guidelines issued. The findings are discussed through the lens of a pedagogy for political trauma, and a case is made for expanding this pedagogy with a historicizing approach. Such an approach may provide teachers with a (depoliticized) framework of reference that enables them to help pupils understand and reflect on the upsetting and contested topic of terrorism.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"489 - 509"},"PeriodicalIF":2.6,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1920523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46001767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7