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Theory & Research in Social Education Volume 44, 2016 - Issue 3
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Can Studying Adolescents’ Thinking Amplify High-Leverage Social Studies Teaching Practice? Challenges of Synthesizing Pedagogies of Investigation and Enactment in School–Institutional Contexts

Kevin W. MeuwissenUniversity of RochesterCorrespondence[email protected]
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Andrew L. ThomasUniversity of RochesterView further author information
Pages 385-415 | Published online: 22 Aug 2016

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Read on this site (3)

Todd Dinkelman & Alexander Cuenca. (2020) A turn to practice: Core practices in social studies teacher education. Theory & Research in Social Education 48:4, pages 583-610.
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Joanne O’Flaherty & Erin M. Beal. (2018) Core competencies and high leverage practices of the beginning teacher: a synthesis of the literature. Journal of Education for Teaching 44:4, pages 461-478.
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Rebecca Jacobsen, Anne-Lise Halvorsen, Amanda Slaten Frasier, Adam Schmitt, Margaret Crocco & Avner Segall. (2018) Thinking Deeply, Thinking Emotionally: How High School Students Make Sense of Evidence. Theory & Research in Social Education 46:2, pages 232-276.
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Articles from other publishers (1)

Paul G. Fitchett & Tina L. Heafner. (2017) Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and practice. Teaching and Teacher Education 67, pages 79-92.
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