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Theory & Research in Social Education Volume 26, 1998 - Issue 3
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Issues-Centered Instruction with Low Achieving High School Students: The Dilemmas of Two Teachers

John Alien Rossi Division of Teacher Education, Virginia Commonwealth University, Richmond, VA, 23284-2020, USA
&
Christopher M. Pace Lee-Davis High School, Richmond, VA, USA
Pages 380-409 | Published online: 12 Jul 2012

Citations (16)

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John W. Saye, Jeremy Stoddard, David M. Gerwin, Andrea S. Libresco & Lamont E. Maddox. (2018) Authentic pedagogy: examining intellectual challenge in social studies classrooms. Journal of Curriculum Studies 50:6, pages 865-884.
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John Saye & Social Studies Inquiry Research Collaborative (SSIRC). (2013) Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests. Theory & Research in Social Education 41:1, pages 89-132.
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JohnW. Saye & Thomas Brush. (2007) Using Technology-Enhanced Learning Environments to Support Problem-based Historical Inquiry in Secondary School Classrooms. Theory & Research in Social Education 35:2, pages 196-230.
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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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DavidM. Memory, CarolY. Yoder, KevinB. Bolinger & WilsonJ. Warren. (2004) Creating Thinking and Inquiry Tasks that Reflect the Concerns and Interests of Adolescents. The Social Studies 95:4, pages 147-154.
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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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ElizabethE. Heilman. (2001) Teachers' Perspectives on Real World Challenges for Social Studies Education. Theory & Research in Social Education 29:4, pages 696-733.
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GeorgeW. Chilcoat & JerryA. Ligon. (2000) Issues-Centered Instruction in the Elementary Social Studies Classroom. Theory & Research in Social Education 28:2, pages 220-272.
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JohnW. Saye & Thomas Brush. (1999) Student Engagement with Social Issues in a Multimedia-supported Learning Environment. Theory & Research in Social Education 27:4, pages 472-504.
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Articles from other publishers (7)

Rebecca G.W. Mueller. (2023) From potential to practice: Compelling questions as an impetus for curricular and instructional change. The Journal of Social Studies Research 42:3, pages 249-260.
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Rebecca G.W. Mueller. (2018) Examining teachers’ development and implementation of compelling questions. Social Studies Research and Practice 13:1, pages 1-15.
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John W. Saye. 2017. The Wiley Handbook of Social Studies Research. The Wiley Handbook of Social Studies Research 336 359 .
Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin & Héfer BembenuttyTheresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin & Héfer Bembenutty. 2016. Policy, Professionalization, Privatization, and Performance Assessment. Policy, Professionalization, Privatization, and Performance Assessment 89 117 .
오연주 & 김종훈. (2012) Participant Students’ Cognition of Discussion in Public Issues-Centered Classroom Discussion. Theory and Research in Citizenship Education 44:2, pages 101-127.
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John W. Saye & Thomas Brush. (2002) Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development 50:3, pages 77-96.
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Judith Torney-Purta, Carole L. Hahn & Jo-Ann M. Amadeo. 2001. Subject-specific instructional methods and activities. Subject-specific instructional methods and activities 373 410 .

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