Citations (116)
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Amy Allen. (2023) “We Don’t Know Enough About It”: Student Perceptions of Judaism as a Race, Religion, or Ethnicity. The Social Studies 114:6, pages 297-311.
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Ryan E. Hughes & Wayne Journell. (2023) Facilitating a Controversial Issues Discussion in Elementary School about Using Indigenous Sports Mascots. The Social Studies 114:5, pages 223-240.
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Sarah J. Kaka & Matthew Hollstein. (2023) Social Studies Teachers as Instructional Gatekeepers for Issues of Race and Justice. The Social Studies 114:2, pages 67-77.
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Pablo Bezem, Anne Piezunka & Rebecca Jacobsen. (2022) School Inspectors’ Decision-making: Evidence from a Comparative Perspective. Leadership and Policy in Schools 0:0, pages 1-22.
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Andrea M. Hawkman, Colby Tofel-Grehl, Kristin Searle & Beth L. MacDonald. (2022) Successes, challenges, and surprises: teacher reflections on using children’s literature to examine complex social issues in the elementary classroom. Teachers and Teaching 28:5, pages 584-602.
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Jeremy Stoddard, Paul Fitchett & Diana Hess. (2022) Teaching the US 2018 midterm elections: a survey of secondary social studies teachers. Journal of Curriculum Studies 54:4, pages 536-558.
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Ryan E. Hughes. (2022) “What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry. Theory & Research in Social Education 50:1, pages 29-73.
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Anna Falkner & Katherina A. Payne. (2021) “Courage to take on the bull”: Cultural citizenship in fifth-grade social studies. Theory & Research in Social Education 49:1, pages 78-106.
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Stephanie Schroeder & Jake Gates. (2021) A Limited Portrayal: Depictions of the American Civil Rights Movement in Award-Winning Children’s Picture Books. The Social Studies 112:1, pages 28-45.
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K. Andrew R. Richards, Ben D. Kern, Suzan F. Ayers, Amelia Mays Woods & Kim C. Graber. (2021) A Theoretically Informed Conceptual Framework for Recruitment and Retention in PETE. Quest 73:1, pages 63-81.
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Elizabeth Kenyon. (2020) Critical Inquiry into Moments of Historical Change: Fostering Broader Understandings of Citizenship. The Social Studies 111:5, pages 219-225.
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Jack Leonard. (2020) Programmatic Effects of the Massachusetts Performance Assessment for Leaders. Leadership and Policy in Schools 19:3, pages 407-430.
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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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Andrea S. Libresco. (2018) Noddings’ “Critical Lessons” May be Particularly Critical at the Elementary Level. Theory Into Practice 57:4, pages 281-288.
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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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Kristy A. Brugar & Annie McMahon Whitlock. (2018) Social Studies Skills or Something Else? An Analysis of How the “Essential Social Studies Skills and Strategies” Reflects Social Studies Instruction. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:3, pages 111-117.
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Kristy A. Brugar, Kathryn L Roberts, Laura M. Jiménez & Carla K Meyer. (2018) More Than Mere Motivation: Learning Specific Content Through Multimodal Narratives. Literacy Research and Instruction 57:2, pages 183-208.
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Andrew Hostetler, Pratim Sengupta & Ty Hollett. (2018) Unsilencing Critical Conversations in Social-Studies Teacher Education using Agent-based Modeling. Cognition and Instruction 36:2, pages 139-170.
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Emma S. Thacker, Adam M. Friedman, Paul G. Fitchett, Wayne Journell & John K. Lee. (2018) Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry. The Social Studies 109:2, pages 85-100.
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Marie Byrd & Bretton A. Varga. (2018) The Manifestation of Campbell's Law: Consequences of Eliminating of Social Studies From the Curriculum. The Social Studies 109:1, pages 27-33.
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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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Kathryn L. Roberts & Kristy A. Brugar. (2017) The view from here: Emergence of graphical literacy. Reading Psychology 38:8, pages 733-777.
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Mary Beth Henning & Thomas A. Lucey. (2017) Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education. The Social Studies 108:4, pages 163-173.
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Neil O. Houser, Daniel G. Krutka, Rachael Province Roberts, Kimberly Pennington & Nina Faili Coerver. (2017) Navigating the Reform–Accountability Culture in Oklahoma Social Studies. Theory & Research in Social Education 45:1, pages 7-42.
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Corey Ranshaw Sell & Krista Griffin. (2017) Powerful Social Studies Teaching With Poetry and Primary Sources. The Social Studies 108:1, pages 1-9.
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Judith M. Harrington. (2016) “We're All Kids!” Picture Books and Cultural Awareness. The Social Studies 107:6, pages 244-256.
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Ann Marie Gleeson & Lisa Andries D'Souza. (2016) Reframing a Social Studies Methods Course: Preparing Elementary Teacher Candidates for the Common Core. The Social Studies 107:5, pages 165-170.
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Mark T. Kissling. (2015) Complicating Patriotism in the Elementary Grades: An Examination of Rugg and Krueger's Overlooked Textbooks. The Social Studies 106:6, pages 264-273.
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Annie McMahon Whitlock. (2015) Economics through Inquiry: Creating Social Businesses in Fifth Grade. The Social Studies 106:3, pages 117-125.
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Cheryl A. Torrez & Elizabeth Ann Claunch-Lebsack. (2014) The Present Absence: Assessment in Social Studies Classrooms. Action in Teacher Education 36:5-6, pages 559-570.
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Ebony O. McGee & Andrew L. Hostetler. (2014) Historicizing Mathematics and Mathematizing Social Studies for Social Justice: A Call for Integration. Equity & Excellence in Education 47:2, pages 208-229.
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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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Stephanie C. Serriere. (2014) The Role of the Elementary Teacher in Fostering Civic Efficacy. The Social Studies 105:1, pages 45-56.
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Thomas
A. Lucey & Barbara
B. Meyer. (2013) Does Social Studies Teaching Uphold the Citizenship Values to Which Students Should Aspire? Survey Findings from One State. Action in Teacher Education 35:5-6, pages 462-474.
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Anne-Lise Halvorsen, Nell
K. Duke, Kristy
A. Brugar, Meghan
K. Block, Stephanie
L. Strachan, Meghan
B. Berka & Jason
M. Brown. (2012) Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach. Theory & Research in Social Education 40:3, pages 198-229.
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TinaL. Heafner & PaulG. Fitchett. (2012) National Trends in Elementary Instruction: Exploring the Role of Social Studies Curricula. The Social Studies 103:2, pages 67-72.
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JudithL. Pace. (2011) The Complex and Unequal Impact of High Stakes Accountability On Untested Social Studies. Theory & Research in Social Education 39:1, pages 32-60.
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Jenni Conrad, Jennifer Lynn Gallagher & Wendy Chan. Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry. Theory & Research in Social Education 0:0, pages 1-43.
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Katherina A. Payne. Developing mutually respectful research-practice partnerships while engaging young citizens. Theory & Research in Social Education 0:0, pages 1-5.
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Rachel K. Turner, Ryan T. Knowles & Joe Cochran. Profile of an Elementary Teacher—How Instructional Strategies Differ across Elementary Classrooms. The Social Studies 0:0, pages 1-12.
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Colleen Fitzpatrick & Adam Friedman. (2024) “I got knocked down”: factors impacting a novice teacher’s decision making. Social Studies Research and Practice.
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Julie L Pennington, Kathryn M Obenchain, Hannah Carter & Melissa Bedford. (2019) ‘We have the right to stand up’: Elementary students’ conceptual understandings of civic virtue and engagement. Education, Citizenship and Social Justice 19:1, pages 3-22.
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İlhan İLTER & Yaşar ÇİMEN. (2023) Öğrencilerin Sosyal Bilgiler Dersini Öğrenme Nedenleri, Öğrenme Sürecinde Karşılaştıkları Sorunlar ve Sosyal Bilgiler Öğretmenlerinden BeklentileriThe Reasons of Students to Learn Social Studies, Problems They Encountered During the Learning Process, and Their Expectations from Social Studies Teachers. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:58, pages 2278-2308.
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Kristy A. Brugar. (2023) The possibilities of teaching the past: fifth grade teachers' instructional choices. Social Studies Research and Practice 18:3, pages 181-197.
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Stephen Day, Evelyn Nunes & Bruno Sultanum. (2022) Is It Still an Economics Course? The Effect of a Standardized Personal Finance Test on the Learning of Economics. The American Economist 68:2, pages 277-294.
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Mary L. Neville & Kaitlin E. Popielarz. (2023) “Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses. The Journal of Social Studies Research 47:3-4, pages 173-183.
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Ryan E. Hughes & Pratigya Marhatta. (2023) Learning to ask their own questions: How elementary students develop social studies inquiry questions. Teaching and Teacher Education 127, pages 104094.
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Tina Lane Heafner. 2023. Handbook of Research on Solutions for Equity and Social Justice in Education. Handbook of Research on Solutions for Equity and Social Justice in Education
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Katherine Perrotta. (2023) Stuck in a box: Elementary teacher education students’ perspectives of the impact of edTPA on social studies instruction. The Journal of Social Studies Research 47:1, pages 3-14.
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William Toledo & Esther A. Enright. (2022) Reconceptualizing Civic Perspective-Taking. The Elementary School Journal 123:1, pages 64-98.
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Vural TÜNKLER. (2022) SOSYAL BİLGİLER DERSİNDE ÖĞRENCİ MOTİVASYONU: BEKLENTİ-DEĞER YAKLAŞIMISTUDENT MOTIVATION IN SOCIAL STUDIES CLASS: AN EXPECTANCY-VALUE APPROACH. Milli Eğitim Dergisi 51:233, pages 219-236.
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Shira Eve Epstein & Brett L. M. Levy. (2021) Chapter 7: Learning to Teach for Civic Engagement: Opportunities and Constraints for Three Teachers in One Urban Elementary School. Teachers College Record: The Voice of Scholarship in Education 123:13, pages 1-28.
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Alyssa J. Whitford. (2021) Exploring the impact of interactive read-alouds on student perceptions of women’s history. Social Studies Research and Practice 16:2, pages 144-157.
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Rachel Roegman, Rachael Kenney, Yukiko Maeda & Gary Johns. (2019) When Data-Driven Decision Making Becomes Data-Driven Test Taking: A Case Study of a Midwestern High School. Educational Policy 35:4, pages 535-565.
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Stephanie Schroeder, Natasha C. Murray-Everett, Jacob Gates & Sarah B. Shear. (2023) Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi. The Journal of Social Studies Research 45:2, pages 102-117.
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Justin D. Garwood, Stephen Ciullo, Daniel R. Wissinger & John W. McKenna. (2020) Civics Education for Students With Learning Disabilities and Emotional and Behavioral Disorders. Intervention in School and Clinic 56:4, pages 250-254.
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Elizabeth Kenyon & Andrea Christoff. (2023) Global citizenship education through global children's literature: An analysis of the NCSS Notable Trade Books. The Journal of Social Studies Research 44:4, pages 397-408.
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Marcus W. Johnson & Maureen W. Nicol. (2020) Introducing Curricular and Pedagogical Resuscitation (CPR): A Black Approach to Reviving the Self and Collective through Social Studies. Urban Education, pages 004208592094894.
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Katie Z. Revelle, Crystal N. Wise, Nell K. Duke & Anne‐Lise Halvorsen. (2019) Realizing the Promise of Project‐Based Learning. The Reading Teacher 73:6, pages 697-710.
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Tina L. Heafner, Phillip J. VanFossen & Paul G. Fitchett. (2023) Predictors of Students’ Achievement on Naep-Economics: A Multilevel Model. The Journal of Social Studies Research 43:4, pages 327-341.
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Harper B. Keenan. (2019) Selective Memory: California Mission History and the Problem of Historical Violence in Elementary School Textbooks. Teachers College Record: The Voice of Scholarship in Education 121:8, pages 1-28.
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Annie McMahon Whitlock & Kristy A. Brugar. (2023) Teaching Elementary Social Studies during Snack Time and other Unstructured Spaces. The Journal of Social Studies Research 43:3, pages 229-239.
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Thomas A. Lucey. 2016. International Handbook of Financial Literacy. International Handbook of Financial Literacy
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Wayne Journell. (2015) We Still Need You! An Update on the Status of K-12 Civics Education in the United States. PS: Political Science & Politics 48:04, pages 630-634.
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Hyeri Hong & Gregory E. Hamot. (2023) The Associations of Teacher Professional Characteristics, School Environmental Factors, and State Testing Policy on Social Studies Educators’ Instructional Authority. The Journal of Social Studies Research 39:4, pages 225-241.
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Andrea M. Hawkman, Antonio J. Castro, Linda B. Bennett & Lloyd H. Barrow. (2023) Where is the Content?: Elementary Social Studies in Preservice Field Experiences. The Journal of Social Studies Research 39:4, pages 197-206.
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Beverly Milner Bisland. (2014) An Exploration of the Impact of Accountability Testing on Teaching in Urban Elementary Classrooms. The Urban Review 47:3, pages 433-465.
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Jeremy Hilburn & Brad M. Maguth. (2023) Spatial Citizenship Education: Civic Teachers’ Instructional Priorities and Approaches. The Journal of Social Studies Research 39:2, pages 107-118.
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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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Janie Hubbard. (2023) Social studies marginalization: Examining the effects on K-6 pre-service teachers and students. The Journal of Social Studies Research 37:3, pages 137-150.
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