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Theory and Research in Social Education最新文献

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What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions 社会研究方法教师知道什么，做什么?教师教育工作者促进历史讨论的PCK
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-08-23 DOI: 10.1080/00933104.2022.2113194
L. Jay
{"title":"What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions","authors":"L. Jay","doi":"10.1080/00933104.2022.2113194","DOIUrl":"https://doi.org/10.1080/00933104.2022.2113194","url":null,"abstract":"ABSTRACT Although Pedagogical Content Knowledge (PCK) has been a guiding framework for the development of novice teachers for decades, less attention has been paid to the PCK of teacher educators. This comparative case study analyzes the PCK of two social studies methods instructors as they teach the practice of facilitating historical discussions and examines how two pairs of novices take up that instruction. Findings reveal that relatively small differences in teacher educators’ pedagogy conveyed divergent perspectives on social studies, and the novices’ teaching and reflection came to express elements of their instructors’ PCK. The coherence between novices and instructors revolved around the instructors’ enactment, not the perspectives they expressed in interviews, and emerged in relationship to novices’ incoming PCK. If novices are more influenced by what teacher educators do than what they believe, a more nuanced language of practice is required to understand how instructors develop and enact their PCK.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"72 - 99"},"PeriodicalIF":2.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47386557","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: 3
Teaching young people more than “how to survive austerity”: From traditional financial literacy to critical economic literacy education 教给年轻人的不仅仅是“如何在紧缩中生存”:从传统的金融知识到批判性的经济知识教育
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-08-22 DOI: 10.1080/00933104.2022.2104674
A. Soroko
{"title":"Teaching young people more than “how to survive austerity”: From traditional financial literacy to critical economic literacy education","authors":"A. Soroko","doi":"10.1080/00933104.2022.2104674","DOIUrl":"https://doi.org/10.1080/00933104.2022.2104674","url":null,"abstract":"ABSTRACT Financial literacy education is often narrowly conceptualized as teaching students how to manage their finances. Furthermore, few studies have investigated teachers’ beliefs and approaches to teaching financial literacy beyond whether they have the knowledge and capacity to deliver personal finance lessons. This case study explores the ways in which self-identified critical teachers in Ontario and Québec, Canada swim against the current of traditional financial literacy teaching. I present data from two rounds of in-depth qualitative interviews and one round of deliberative inquiry focus groups conducted in 2019 and 2020. Findings detail the specific skills, knowledge, and pedagogical strategies teachers use to reframe conventional financial literacy toward a critical economic literacy education that asks broader questions about the political economy and intersecting systems of oppression. This study complicates the ways in which financial literacy education is conceptualized and researched and suggests the need for further research with teachers.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"128 - 156"},"PeriodicalIF":2.6,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48602788","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: 3
Seizing the moment: A critical place-based partnership for antiracist elementary social studies teacher education 抓住时机:反种族主义小学社会研究教师教育的关键地点伙伴关系
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-07-03 DOI: 10.1080/00933104.2022.2075296
Emma S. Thacker, A. Bodle
{"title":"Seizing the moment: A critical place-based partnership for antiracist elementary social studies teacher education","authors":"Emma S. Thacker, A. Bodle","doi":"10.1080/00933104.2022.2075296","DOIUrl":"https://doi.org/10.1080/00933104.2022.2075296","url":null,"abstract":"ABSTRACT We designed and implemented a hybrid elementary social studies education elective focused on antiracist teacher education, place-based teacher education, and archaeology with partners at an historic site, James Madison’s Montpelier. Our action research study indicates that, in the midst of injustices highlighted in 2020, participants engaged in meaningful race reflection in ways that demonstrated shifts toward becoming more antiracist individuals and teachers. Purposeful course work and interactions with course texts and participants, as well as the power of the place itself, supported students’ race reflections toward increased racial awareness and understandings of how to facilitate their future elementary students’ racial literacy. Implications include that critical place-based experiences have the potential to serve as powerful learning experiences to prepare preservice social studies teachers to teach children about race and racism.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"402 - 430"},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59022998","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: 2
Beyond grits and sweet tea: Understanding the complexities of teaching & learning in the U.S. South 砂砾和甜茶之外:了解美国南部教学的复杂性
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-06-15 DOI: 10.1080/00933104.2022.2080482
Kristen E. Duncan
{"title":"Beyond grits and sweet tea: Understanding the complexities of teaching & learning in the U.S. South","authors":"Kristen E. Duncan","doi":"10.1080/00933104.2022.2080482","DOIUrl":"https://doi.org/10.1080/00933104.2022.2080482","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"644 - 646"},"PeriodicalIF":2.6,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43743065","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: 0
“If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches “如果我能帮助别人”:黑人男教师教练的公民意识思想与实践
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-06-14 DOI: 10.1080/00933104.2022.2078258
D. Thomas
{"title":"“If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches","authors":"D. Thomas","doi":"10.1080/00933104.2022.2078258","DOIUrl":"https://doi.org/10.1080/00933104.2022.2078258","url":null,"abstract":"ABSTRACT Fostering a sense of civic engagement is considered an essential purpose of social studies education. However, given the ways in which formal civic curricula and standards decenter the impact of racial membership on civic status, Black teachers are turning to alternative, out-of-school sites to enact critical approaches to teaching civics. Interscholastic athletics serves as one locale for such revisionist practices. This multiple case study troubles the centrality of Whiteness and deficit notions within the teacher-coach discourse by explicating the civic practices of five Black male teacher-coaches who served in schools that were not predominantly Black. Drawing on a conceptual framework rooted in Black critical theories, their civic mindedness of coaching ideologies and civic-oriented activities fostered a sense of liberatory fantasy while immersed within an anti-Black milieu.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"464 - 493"},"PeriodicalIF":2.6,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44411618","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: 6
The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019 社会学教师教育研究的学科与批判分歧:2009-2019年文献综述
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-06-13 DOI: 10.1080/00933104.2022.2077156
L. Jay
{"title":"The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019","authors":"L. Jay","doi":"10.1080/00933104.2022.2077156","DOIUrl":"https://doi.org/10.1080/00933104.2022.2077156","url":null,"abstract":"ABSTRACT For decades, scholarship on preservice social studies teacher education in the United States has grappled with the unsystematic nature of research in this field. Given the broad and enduring attempt to overcome these divisions, however, it is noteworthy that there has not been a recent attempt to systematically categorize those divisions. This literature review analyzes 139 articles published between 2009 and 2019 through the lens of the divisions between “traditional,” “disciplinary,” and “critical” strands of social studies research on teacher education. Results indicate that disciplinary and critical strands dominate the contemporary literature and provide two distinct research agendas for understanding the development of new social studies teachers. Reconsidering social studies teacher education as a field containing two divergent systems, this review maps the fault lines defining the field and explores how it might respond to those divisions in ways that are meaningful for researchers, students, and practitioners.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"339 - 374"},"PeriodicalIF":2.6,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46101260","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: 4
Moving through the worlds of work: The myth of education as the great equalizer 穿越工作的世界:教育是伟大的均衡器的神话
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-06-06 DOI: 10.1080/00933104.2022.2085025
S. Masyada
{"title":"Moving through the worlds of work: The myth of education as the great equalizer","authors":"S. Masyada","doi":"10.1080/00933104.2022.2085025","DOIUrl":"https://doi.org/10.1080/00933104.2022.2085025","url":null,"abstract":"In 1647, the Massachusetts Bay colony implemented the Old Deluder Satan Law. This law was the first conceptualizing public education for civic (and religious) purposes, requiring that every town with at least 50 households appoint a publicly funded teacher to help children learn to read and write, and communities double that size had to ensure that a grammar school existed. More than a century later, Benjamin Rush and Thomas Jefferson would be among the Founding Fathers to describe some form of public education as a necessary component of democratic citizenship education (though for a very narrow slice of the population, admittedly). Eventually, Horace Mann (1849), the first secretary of education in Massachusetts, established a series of public schools throughout the state, led by the belief that public schools would serve as the “great equalizer of the conditions of men, the balance wheel of the social machinery” (p. 59). It is this conception of the purpose and benefit of public schools that has carried over into the conventional wisdom of the present day, at least among the general public. But should it? In The Education Trap: Schooling and the Remaking of Equality in Boston, Cristina Viviana Groeger suggests that the answer is far more complex than we think.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"497 - 502"},"PeriodicalIF":2.6,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483768","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: 0
Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship 令人不安的“主动”:小学教师候选人对主动与被动公民身份的定义
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-06-06 DOI: 10.1080/00933104.2022.2073852
Natasha C. Murray-Everett, Sara B. Demoiny
{"title":"Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship","authors":"Natasha C. Murray-Everett, Sara B. Demoiny","doi":"10.1080/00933104.2022.2073852","DOIUrl":"https://doi.org/10.1080/00933104.2022.2073852","url":null,"abstract":"ABSTRACT This instrumental case study examines how elementary teacher candidates (TCs) came to understand citizenship and civic engagement after participating in a news group project during the 2020 presidential election season. TCs formed a binary understanding of civic engagement as “passive” vs. “active,” viewing themselves as active citizens as they became more informed on policy issues, participating in dialogue with those who had opposing views, and using their vote to “help” others. However, their thinking remained rooted in an individual, intellectual space rather than one that calls for collective action. By troubling this active and passive binary, we recognize the work still needed to expand TCs’ understandings and knowledge of citizenship. We urge social studies teacher educators to center critical forms of citizenship that emphasize collective action needed to help dismantle systemic oppression for a more equitable and just society.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"375 - 401"},"PeriodicalIF":2.6,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443465","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: 1
A pivotal read for a populist moment 民粹主义时刻的关键解读
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-06-03 DOI: 10.1080/00933104.2022.2078939
Kathleen Knight Abowitz, Kathleen M. Sellers
{"title":"A pivotal read for a populist moment","authors":"Kathleen Knight Abowitz, Kathleen M. Sellers","doi":"10.1080/00933104.2022.2078939","DOIUrl":"https://doi.org/10.1080/00933104.2022.2078939","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"491 - 496"},"PeriodicalIF":2.6,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48472738","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: 0
U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand 美国历史州评估项目:探索收入成就差距和学术语言水平，历史思维和历史素养需求
IF 2.6 2区 教育学
Theory and Research in Social Education Pub Date : 2022-05-11 DOI: 10.1080/00933104.2022.2065942
Jason M. Miller
{"title":"U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand","authors":"Jason M. Miller","doi":"10.1080/00933104.2022.2065942","DOIUrl":"https://doi.org/10.1080/00933104.2022.2065942","url":null,"abstract":"ABSTRACT States have been restructuring their U.S. history state assessments to include literacy-intensive reading and writing assessment items that have the potential to evaluate students’ historical literacy skills in high-stakes testing environments. The purpose of this study was to explore how the restructuring of a U.S. history state assessment with the addition of an extended-response item was associated with an increase in the income–achievement gap and to explore the role urbanity status played in student performance by school income level. An assessment item analysis as well as difference-in-means and multiple-regression statistical analyses were used in this study. The findings first identified that the extended-response item presented higherlevels of academic language demand, historical thinking demand, and historical literacy demand than the multiple-choice items. Second, the quantitative analyses identified an income–achievement gap between students from low-income schools and students from non-low-income schools, with students from low-income urban schools underperforming all other income levels and urbanity categories. The findings suggest a performance gap may exist for some students on the extended item that may be contributed to underdeveloped language, historical thinking, and historical literacy skills.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"607 - 636"},"PeriodicalIF":2.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43973303","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: 0
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