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Journal of Curriculum Studies Volume 50, 2018 - Issue 2
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Articles

Teaching for deeper political learning: a design experiment

Walter C. ParkerCollege of Education, University of Washington, Seattle, WA, USACorrespondence[email protected]
,
Sheila W. ValenciaCollege of Education, University of Washington, Seattle, WA, USA
&
Jane C. LoCollege of Education, University of Washington, Seattle, WA, USA
Pages 252-277 | Published online: 26 Jun 2017

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Read on this site (3)

Paul S. Sutton & Randy Knuth. (2020) How high school academic departments impact school reform efforts. Journal of Curriculum Studies 52:1, pages 118-137.
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Lamont E. Maddox, James B. Howell & John W. Saye. (2018) Designing Geographic Inquiry: Preparing Secondary Students For Citizenship. Journal of Geography 117:6, pages 254-268.
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Alexander M. Wood & Kyle A. Greenwalt. Embracing the interdisciplinary nature of psychology: Challenging the increasing dismissiveness of high school psychology as a social studies course. Theory & Research in Social Education 0:0, pages 1-38.
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Articles from other publishers (9)

Fenghua Qi, Yongqing Chang, K. Ramesh & P. Hemalatha. (2021) Online and offline teaching connection system of college ideological and political education based on deep learning. Progress in Artificial Intelligence 12:2, pages 163-174.
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Keith C. Barton. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 315 322 .
Darren Hannah, Claire Sinnema & Viviane Robinson. (2021) Understanding curricula as theories of action. The Curriculum Journal 33:3, pages 362-377.
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Limarys Caraballo & David Gerwin. (2022) Reimagining Citizenship: A Review of Angela Banks’ Civic Education in the Age of Mass Migration. Journal of Ethnic and Cultural Studies 9:3, pages 226-233.
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Lijun Wang. (2022) Evaluation of “Online and Offline” Integrated Teaching Model of Ideological and Political Courses in Colleges and Universities in the Era of Artificial Intelligence. Wireless Communications and Mobile Computing 2022, pages 1-10.
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Bronwyn E. Wood & Mark Sheehan. (2020) Transformative disciplinary learning in history and social studies: Lessons from a high autonomy curriculum in New Zealand. The Curriculum Journal 32:3, pages 495-509.
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Melissa A. Chapman & Miguel Gomez. (2020) Primary sources, simulations and peanut butter and jelly. Social Studies Research and Practice 15:3, pages 311-319.
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Mark Evans, Andrew Peterson, Márta Fülöp, Dina Kiwan, Jasmine B.-Y. Sim & Ian Davies. (2020) Pedagogy and youth civic engagement: Shifting understandings, emergent considerations and persisting challenges. Citizenship Teaching & Learning 15:2, pages 155-186.
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Walter C. Parker. (2018) Human rights education’s curriculum problem. Human Rights Education Review 1:1, pages 05-24.
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