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Theory & Research in Social Education Volume 18, 1990 - Issue 3
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Original Articles

Teacher Thinking about Curriculum and Instruction: A Case Study of a Secondary Social Studies Teacher

Jeffrey W. Cornett University of Central Florida, USA
Pages 248-273 | Published online: 10 Jul 2012

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Katriina Maaranen & Katariina Stenberg. (2017) Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice 18:5, pages 699-712.
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Shannon Johnston & Ray Fells. (2017) Reflection-in-action as a collective process: findings from a study in teaching students of negotiation. Reflective Practice 18:1, pages 67-80.
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Katriina Maaranen, Harri Pitkäniemi, Katariina Stenberg & Liisa Karlsson. (2016) An idealistic view of teaching: teacher students’ personal practical theories. Journal of Education for Teaching 42:1, pages 80-92.
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Katariina Stenberg, Liisa Karlsson, Harri Pitkaniemi & Katriina Maaranen. (2014) Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education 37:2, pages 204-219.
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Kathryn Hintz. (2014) “A Better Vision of What Social Studies Can Be”: How Elementary Teachers’ Philosophies Influence Their Use of the History Alive! Textbook. Theory & Research in Social Education 42:1, pages 96-126.
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BarbaraB. Levin, Ye He & Melony Holyfield Allen. (2013) Teacher Beliefs in Action: A Cross-Sectional, Longitudinal Follow-Up Study of Teachers' Personal Practical Theories. The Teacher Educator 48:3, pages 201-217.
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Harri Pitkäniemi. (2010) How the Teacher’s Practical Theory Moves to Teaching Practice—A Literature Review and Conclusions. Education Inquiry 1:3, pages 157-175.
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Katariina Stenberg. (2010) Identity work as a tool for promoting the professional development of student teachers. Reflective Practice 11:3, pages 331-346.
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J.D. Ohn & Rahima Wade. (2009) Community Service-Learning as a Group Inquiry Project: Elementary and Middle School CiviConnections Teachers' Practices of Integrating Historical Inquiry in Community Service-Learning. The Social Studies 100:5, pages 200-211.
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JohnW. Saye, Jada Kohlmeier, Thomas Brush, Linda Mitchell & Charles Farmer. (2009) Using Mentoring to Develop Professional Teaching Knowledge for Problem-based Historical Inquiry. Theory & Research in Social Education 37:1, pages 6-41.
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JenniferH. James. (2008) Teachers as Protectors: Making Sense of Preservice Teachers' Resistance to Interpretation in Elementary History Teaching. Theory & Research in Social Education 36:3, pages 172-205.
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PhillipJ. VanFossen & RobertA. Waterson. (2008) “It is just easier to do what you did before…”: An Update on Internet Use in Secondary Social Studies Classrooms in Indiana. Theory & Research in Social Education 36:2, pages 124-152.
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TimothyD. Slekar. (2006) Preaching History in a Social Studies Methods Course: A Portrait of Practice. Theory & Research in Social Education 34:2, pages 241-258.
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JohnW. Saye & Thomas Brush. (2006) Comparing Teachers' Strategies for Supporting Student Inquiry in a Problem-Based Multimedia-Enhanced History Unit. Theory & Research in Social Education 34:2, pages 183-212.
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JohnW. Saye & Thomas Brush. (2004) Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom. Theory & Research in Social Education 32:3, pages 349-378.
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DANIEL SCHUGURENSKY & JOHN MYERS. (2003) A framework to explore lifelong learning: the case of the civic education of civics teachers. International Journal of Lifelong Education 22:4, pages 325-352.
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MARK W. AULLS. (2003) THE INFLUENCE OF A READING AND WRITING CURRICULUM ON TRANSFER LEARNING ACROSS SUBJECTS AND GRADES. Reading Psychology 24:2, pages 177-215.
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RichardH. Chant. (2002) The Impact of Personal Theorizing on Beginning Teaching: Experiences of Three Social Studies Teachers. Theory & Research in Social Education 30:4, pages 516-540.
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ToddW. Kenreich. (2002) Professional Development Becomes Political: Geography's Corps of Teacher Leaders. Theory & Research in Social Education 30:3, pages 381-400.
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Toni Fuss Kirkwood. (2002) Teaching About Japan: Global Perspectives in Teacher Decision-Making, Context, and Practice. Theory & Research in Social Education 30:1, pages 88-115.
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Letitia Hochstrasser Fickel. (2000) Democracy is Messy: Exploring the Personal Theories of a High School Social Studies Teacher. Theory & Research in Social Education 28:3, pages 359-389.
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MerryM. Merryfield. (1998) Pedagogy for Global Perspectives in Education: Studies of Teachers' Thinking and Practice. Theory & Research in Social Education 26:3, pages 342-379.
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Rebecca McMahon, MarkG. Richmond & Carolyn Reeves-kazelskis. (1998) Relationships Between Kindergarten Teachers' Perceptions of Literacy Acquisition and Children's Literacy Involvement and Classroom Materials. The Journal of Educational Research 91:3, pages 173-182.
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LynnR. Nelson & FrederickD. Drake. (1994) Secondary Teachers' Reactions to the New Social Studies. Theory & Research in Social Education 22:1, pages 44-73.
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Christine Bennett & Elizabeth Spalding. (1992) Teaching the Social Studies: Multiple Approaches for Multiple Perspectives. Theory & Research in Social Education 20:3, pages 263-292.
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Articles from other publishers (23)

Timothy Patterson, Ishwar Bridgelal & Avi Kaplan. (2022) Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes. Teaching and Teacher Education 120, pages 103899.
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Barry Lee Reynolds, Xuan Van Ha, Chen Ding, Xiaofang Zhang, Sylvia Liu & Xiaoyan Ma. (2022) Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice?. Behavioral Sciences 12:2, pages 19.
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Daniel L. Dinsmore & Luke K. Fryer. (2019) Developing Learners’ Cognitive Strategies and the Motivation to Use Them: Rethinking Education Policy. Policy Insights from the Behavioral and Brain Sciences 6:2, pages 107-114.
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Zitong WeiZitong Wei. 2019. Constructivism and Teachers in Chinese Culture. Constructivism and Teachers in Chinese Culture 25 48 .
Ashwani KumarAshwani Kumar. 2019. Curriculum in International Contexts. Curriculum in International Contexts 113 149 .
James B. Howell & John W. Saye. (2023) Integrating theory and practice: Factors shaping elementary teachers’ interpretation of an inquiry model for teaching social studies. The Journal of Social Studies Research 42:2, pages 201-214.
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Jihyun Song & Wonseok Choi. (2018) Exploring Experienced Secondary School Physical Education Teachers’ Curriculum PPTs and Formative Background. The Korean Journal of Physical Education 57:1, pages 181-194.
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Garth Stahl, Erica Sharplin & Benjamin KehrwaldGarth Stahl, Erica Sharplin & Benjamin Kehrwald. 2018. Real-Time Coaching and Pre-Service Teacher Education. Real-Time Coaching and Pre-Service Teacher Education 67 79 .
Kathryn Hintz. (2023) “They are So Much More Capable than What We Really Allow”: Inclusive Beliefs, Practices, and Textbook Use. The Journal of Social Studies Research 41:4, pages 275-290.
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KASIM YILDIRIM, ESMA KANDEMİR & ZEHRA ÇINAR. (2017) Sınıf Öğretmenlerinin Türkçe Dersi Öğretim Programına Yönelik Görüşleri. Ana Dili Eğitimi Dergisi 5:2, pages 135-135.
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Meghan McGlinn Manfra. 2017. The Wiley Handbook of Social Studies Research. The Wiley Handbook of Social Studies Research 132 167 .
JIYOUNG JANG & LeeHyunju. (2016) Exploration of Engineering Professors’ Teaching Orientations toward Engineering Courses. Journal of Engineering Education Research 19:3, pages 23-34.
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Cory Callahan, John Saye & Thomas Brush. (2023) Social Studies Teachers’ Interactions with Second Generation Web-Based Educative Curriculum. The Journal of Social Studies Research 38:3, pages 129-141.
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노경주. (2012) A Case Study of Preservice Teachers' Personal Practical Theories: Enhancing self-understanding and reflection through reflective journal writing. The Journal of Korean Teacher Education 29:4, pages 417-443.
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Philippe Wanlin & Marcel Crahay. (2012) La pensée des enseignants pendant l’interaction en classe. Une revue de la littérature anglophoneTeacher thinking during classroom interaction. A review of the “English language” literature. Éducation et didactique:6-1, pages 9-46.
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성경희, EunYoung LEE & YoungDal Cho. (2011) From “Impersonal” to “Personal”: A Case Study of “A Blended Learning Class” in a Teachers’ College on Perception Change of an Instructor Who Is A Novice in Online Activity. Theory and Research in Citizenship Education 43:4, pages 55-91.
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Marcel Crahay, Philippe Wanlin, Élisabeth Issaieva & Isabelle Laduron. (2010) Fonctions, structuration et évolution des croyances (et connaissances) des enseignantsThe functions, structures and changes of the teachers’ beliefs (and knowledge)Funciones, estructuración y evolución de las creencias (y conocimientos) de los docentesFunktion, Strukturierung und Entwicklung der Vorstellungen (und der Kenntnisse) der Lehrer. Revue française de pédagogie:172, pages 85-129.
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Barbara Levin & Ye He. (2008) Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs). Journal of Teacher Education 59:1, pages 55-68.
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Celia K. Rousseau. (2004) Shared beliefs, conflict, and a retreat from reform: the story of a professional community of high school mathematics teachers. Teaching and Teacher Education 20:8, pages 783-796.
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Julie Cess-Newsome. 2002. Examining Pedagogical Content Knowledge. Examining Pedagogical Content Knowledge 51 94 .
Norman G. Lederman. (2010) A Partial List of the Empirical Theoretical Literature on Subject‐Specific Pedagogy. School Science and Mathematics 101:2, pages 61-80.
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Judi Randi & Lyn Corno. 1997. International Handbook of Teachers and Teaching. International Handbook of Teachers and Teaching 1163 1221 .
Stephen J. Thornton. (2016) Chapter 5: The Social Studies Near Century’s End: Reconsidering Patterns of Curriculum and Instruction. Review of Research in Education 20:1, pages 223-254.
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