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Theory & Research in Social Education Volume 47, 2019 - Issue 2
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Examining the relationship between teachers’ discussion facilitation and their students’ reasoning

Jada KohlmeierAuburn UniversityCorrespondence[email protected]
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John SayeAuburn UniversityView further author information
Pages 176-204 | Published online: 06 Jul 2018

Citations (19)

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Alyssa Whitford, Caroline Sheffield, Timothy Lintner & Jeremiah Clabough. (2024) Spotlighting Progressive Women in U.S. History: Picture Books in the Middle School. The Social Studies 115:3, pages 162-175.
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Jada Kohlmeier. (2023) Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies. Theory & Research in Social Education 51:4, pages 587-625.
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Lightning Peter Jay. (2023) What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions. Theory & Research in Social Education 51:1, pages 72-99.
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John H. Bickford$suffix/text()$suffix/text() & Michael D. Gillespie. (2023) Positioning Students to Experience Poverty and Consider Its Implications. The Social Studies 114:1, pages 36-48.
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David Long, Joseph Henderson & Kevin Meuwissen. (2022) What is climate change education in Trump Country?. Educational and Developmental Psychologist 39:1, pages 132-145.
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Scott L. Roberts & Jeremiah Clabough. (2021) Using the C3 Framework to Evaluate the Legacy of Southern Segregationist Senators. The Social Studies 112:4, pages 190-198.
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Jada Kohlmeier, James Howell, John Saye, Theresa McCormick, David Shannon, Colby Jones & Tom Brush. (2020) Investigating teacher adoption of authentic pedagogy through lesson study. Theory & Research in Social Education 48:4, pages 492-528.
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H. James Garrett. (2020) Containing classroom discussions of current social and political issues. Journal of Curriculum Studies 52:3, pages 337-355.
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Jenni Conrad. (2020) Navigating identity as a controversial issue: One teacher’s disclosure for critical empathic reasoning. Theory & Research in Social Education 48:2, pages 211-243.
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Jeremiah Clabough & John Bickford. Fourth Graders’ Guided Inquiry into Local Public Issues of Birmingham. The Social Studies 0:0, pages 1-14.
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Articles from other publishers (9)

Abby Reisman & Lightning Peter Jay. (2024) Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse. Journal of Teacher Education 75:3, pages 305-320.
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Alyssa Whitford, Timothy Lintner, Jeremiah Clabough, Caroline Sheffield & William RussellIIIIII. (2024) Portraits of Change: Using Picture Books to Engage Students in Thematic Civic Education. The Journal of Social Studies Research 48:1, pages 49-63.
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Paul G Fitchett, Carolin Hestler & Franziska Rein. (2023) Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary. Research in Comparative and International Education 18:4, pages 547-568.
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Cory Callahan & Bahtije Gerbeshi Zylfiu. (2023) Exploring a field-tested, substantive exchange of ideas: a discussion. Social Studies Research and Practice 18:3, pages 231-241.
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Nada Wafa & Susan Lynn Douglass. (2023) The unity productions foundation film and the C3 framework. Social Studies Research and Practice.
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Erin C. Adams. (2022) Does a queen belong in a democracy? Departures and possibilities in civics and economics education. The Journal of Social Studies Research 46:4, pages 303-316.
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F. Rombout, J.A. Schuitema & M.L.L. Volman. (2022) Teaching strategies for value-loaded critical thinking in philosophy classroom dialogues. Thinking Skills and Creativity 43, pages 100991.
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Serina A. Cinnamon, Mabel O. Rivera & Heather Kimberly Dial Sellers. (2021) Teaching disciplinary literacy through historical inquiry: Training teachers in disciplinary literacy and historical inquiry instructional practices. The Journal of Social Studies Research 45:4, pages 241-252.
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John H. Bickford, Jeremiah Clabough & Tim Taylor. (2023) Fourth graders’ (Re-)Reading, (historical) thinking, and (revised) writing about the black freedom movement. The Journal of Social Studies Research 44:2, pages 249-261.
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