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Theory & Research in Social Education Volume 34, 2006 - Issue 2
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The Freedom to Teach: Contrasting History Teaching in Elective and State–Tested Courses

David Gerwin Queens College, City University of New York
&
Francesco Visone New York State Public School Teacher
Pages 259-282 | Published online: 31 Jan 2012

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Hyeri Hong & Gregory E. Hamot. (2020) Differential effects of state testing policies and school characteristics on social studies educators’ gate-keeping autonomy: A multilevel model. Theory & Research in Social Education 48:1, pages 74-100.
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Hilary Dack & Nicholas Triplett. (2020) Novice social studies teachers’ implementation of differentiation: A longitudinal multicase study. Theory & Research in Social Education 48:1, pages 32-73.
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Emma S. Thacker, John K. Lee, Paul G. Fitchett & Wayne Journell. (2018) Secondary Social Studies Teachers’ Experiences Planning and Implementing Inquiry Using the Inquiry Design Model. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:4-5, pages 193-200.
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Tina L. Heafner. (2018) Elementary ELA/Social Studies Integration: Challenges and Limitations. The Social Studies 109:1, pages 1-12.
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Colby Tofel-Grehl, Carolyn M. Callahan & Louis S. Nadelson. (2017) Comparative analyses of discourse in specialized STEM school classes. The Journal of Educational Research 110:3, pages 294-307.
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Kevin W. Meuwissen. (2017) “Happy Professional Development at an Unhappy Time”: Learning to Teach for Historical Thinking in a High-Pressure Accountability Context. Theory & Research in Social Education 45:2, pages 248-285.
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Rebecca Stern. (2016) Principled Neglect and Compliance: Responses to NCLB and the CCSS at an Expeditionary Learning Middle School. Leadership and Policy in Schools 15:4, pages 448-480.
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Christopher L. Busey & William B. Russell III. (2016) “We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy. RMLE Online 39:4, pages 1-20.
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Jamie Colwell. (2016) Examining Preservice Teachers’ Beliefs about Disciplinary Literacy in History through a Blog Project. Action in Teacher Education 38:1, pages 34-48.
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Derek Anderson. (2014) Outliers: Elementary Teachers Who Actually Teach Social Studies. The Social Studies 105:2, pages 91-100.
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Kevin W. Meuwissen. (2013) Readin', Writin', Ready for Testin'? Adaptive Assessment in Elective and Standardized-Tested Social Studies Course Contexts. Theory & Research in Social Education 41:3, pages 285-315.
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Lorrei DiCamillo & Jill M. Gradwell. (2013) To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations. The Social Studies 104:4, pages 155-160.
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Lorrei DiCamillo & Jill M. Gradwell. (2012) Using Simulations to Teach Middle Grades U.S. History in an Age of Accountability. RMLE Online 35:7, pages 1-16.
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David Hicks & PeterE. Doolittle. (2008) Fostering Analysis in Historical Inquiry Through Multimedia Embedded Scaffolding. Theory & Research in Social Education 36:3, pages 206-232.
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ScottW. DeWitt. (2007) Dividing the Digital Divide: Instructional Use of Computers in Social Studies. Theory & Research in Social Education 35:2, pages 277-304.
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Articles from other publishers (20)

Paul G. Fitchett & Tina L. Heafner. (2022) Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement. Journal of Teacher Education 73:5, pages 494-508.
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Muhammad Umar & Ilsang Ko. (2022) E-Learning: Direct Effect of Student Learning Effectiveness and Engagement through Project-Based Learning, Team Cohesion, and Flipped Learning during the COVID-19 Pandemic. Sustainability 14:3, pages 1724.
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Brett Bertucio. (2023) Book Review: Reasoning with Democratic Values 2.0: Ethical Issues in American History. The Journal of Social Studies Research 43:3, pages 313-315.
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Colleen Fitzpatrick, Stephanie van Hover, Ariel Cornett & David Hicks. (2023) A DBQ in a Multiple-Choice World: A Tale of two Assessments in a Unit on the Byzantine Empire. The Journal of Social Studies Research 43:3, pages 199-214.
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Tina L. Heafner. (2023) More social studies?: Examining instructional policies of time and testing in elementary school. The Journal of Social Studies Research 42:3, pages 229-237.
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Terrie Epstein & Cinthia S. Salinas. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 61 91 .
S. G. Grant. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 419 448 .
Tina L. Heafner & Paul G. Fitchett. (2023) US History Content Knowledge and Associated Effects of Race, Gender, Wealth, and Urbanity: Item Response Theory (IRT) Modeling of NAEP-USH Achievement. The Journal of Social Studies Research 42:1, pages 11-25.
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Emma S. Thacker, John K. Lee & Adam M. Friedman. (2023) Teaching with the C3 Framework: Surveying Teachers' Beliefs and Practices. The Journal of Social Studies Research 41:2, pages 89-100.
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Tim Huijgen, Wim van de Grift, Carla van Boxtel & Paul Holthuis. (2016) Teaching historical contextualization: the construction of a reliable observation instrument. European Journal of Psychology of Education 32:2, pages 159-181.
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Todd Dinkelman & Alexander Cuenca. 2017. The Wiley Handbook of Social Studies Research. The Wiley Handbook of Social Studies Research 95 131 .
S. G. Grant. 2017. The Wiley Handbook of Social Studies Research. The Wiley Handbook of Social Studies Research 461 476 .
Sevda Yerdelen-Damar & Andrew Elby. (2016) Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics?. Physical Review Physics Education Research 12:1.
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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 .
Paul G. Fitchett, Tina L. Heafner & Richard Lambert. (2014) Assessment, Autonomy, and Elementary Social Studies Time. Teachers College Record: The Voice of Scholarship in Education 116:10, pages 1-34.
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Paul G. Fitchett, Tina L. Heafner & Richard G. Lambert. (2012) Examining Elementary Social Studies Marginalization. Educational Policy 28:1, pages 40-68.
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Tina L. Heafner, George B. Lipscomb & Paul G. Fitchett. (2023) Instructional Practices of Elementary Social Studies Teachers in North and South Carolina. The Journal of Social Studies Research 38:1, pages 15-31.
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Wayne Journell & Lisa Brown Buchanan. (2023) Fostering political understanding using The West Wing : Analyzing the pedagogical benefits of film in high school civics classrooms . The Journal of Social Studies Research 37:2, pages 67-83.
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Daehoon Jho. (2011) Three Narratives of High Stakes Testing: A Qualitative Case Study of Social Studies Teachers in New York City Public Schools. Theory and Research in Citizenship Education 43:4, pages 117-152.
Crossref
S.G. Grant. 2010. International Encyclopedia of Education. International Encyclopedia of Education 667 673 .

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