Trends in Theory and Research in Social Education from 1973 to 1997: Implications for Goals and Process

Abstract

TRSE is used as a source of trends in social studies education inquiry over the past 25 years. There is a 60% − 30% balance between empirical research and theory articles, and 10% split between research reviews and methodological works. Quantitative research dominated early, but has waned; qualitative research has increased. Curriculum, learning, and teaching studies are roughly equal, with a recent upsurge in teaching research. Curriculum-oriented inquiry is increasingly dominated by normative theory. Learning studies aim most at intellectual development, with a recent focus on historical understanding. Teaching studies are dominated by pedagogy and methods research, with a recent emphasis on teacher thinking and perspectives. Subject matter is seen as general social studies about 20% of the time, and as disciplines about 40%, most notably history and economics. TRSE has become more international in content and authorship. There is an increase in non-refereed material, and the author urges editors to shift more space to refereed articles.