Citations (45)
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Riikka Suhonen, Antti Rajala, Hannele Cantell & Arto Kallioniemi. (2024) From training workers to educating global citizens: how teachers view their opportunities of addressing controversial global issues in vocational education. Journal of Vocational Education & Training 76:2, pages 354-380.
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Claudia Chiang-Lopez & Vanessa Núñez. (2024) Rethinking Socratic Seminars: Making Small Changes for Larger Impact. Sociological Focus 57:1, pages 6-8.
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Allan B. de Guzman, Belinda de Castro & Joel L. Adamos. (2024) Locating Filipino social studies teachers’ preferred positionality, reasons, and practices in the teaching of controversial public issues. Journal of Education for Teaching 50:1, pages 20-32.
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Dobrawa Aleksiak, Magdalena Kuleta-Hulboj & Anna Zielińska. (2023) Guerrillas or missionaries? Teachers addressing controversial topics of global citizenship education under unfavourable conditions. Globalisation, Societies and Education 0:0, pages 1-17.
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Sigal Ozery Roitberg. (2023) ‘Actualiya learning’: a bottom-up construction for civic education in two of Israel’s ‘educational Islands’. Pedagogy, Culture & Society 0:0, pages 1-19.
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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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Charlot Cassar, Ida Oosterheert & Paulien C. Meijer. (2023) Why teachers address unplanned controversial issues in the classroom. Theory & Research in Social Education 51:2, pages 233-263.
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S. Lozano Parra, B. G. J. Wansink, C. Bakker & L. M. van Liere. (2023) Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics. Theory & Research in Social Education 51:2, pages 201-232.
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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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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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Elizabeth Kraatz, Jacqueline von Spiegel, Robin Sayers & Anna C. Brady. (2022) Should we “just stick to the facts”? The benefit of controversial conversations in classrooms. Theory Into Practice 61:3, pages 312-324.
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Casey Holmes & Paula McAvoy. (2022) From “contained risk taking” to “required risk taking”. Theory & Research in Social Education 50:2, pages 327-329.
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Joshua Littenberg-Tobias, Sarah Kaka, Taylor Kessner, Anthony Tuf Francis, Katrina Kennett & Justin Reich. (2022) Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities. Journal of Digital Learning in Teacher Education 38:1, pages 20-32.
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Charlot Cassar, Ida Oosterheert & Paulien C. Meijer. (2021) The classroom in turmoil: teachers’ perspective on unplanned controversial issues in the classroom. Teachers and Teaching 27:7, pages 656-671.
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Kelly Siegel-Stechler. (2021) Teaching for citizenship: Instructional practices and open classroom climate. Theory & Research in Social Education 49:4, pages 570-601.
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Mandy Cooke, Frances Press & Sandie Wong. (2020) Educators’ risk-taking in high quality early childhood education. International Journal of Early Years Education 0:0, pages 1-17.
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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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Caitlin Donnelly, Rebecca Loader, Aisling McLaughlin & Lesley Emerson. Adolescents’ and teachers’ experience of shared education: a small-scale qualitative study in Northern Ireland. Cambridge Journal of Education 0:0, pages 1-19.
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Articles from other publishers (27)
Logan Rutten, Danielle Butville & Boaz Dvir. (2024) Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times. Journal of Teacher Education 75:3, pages 292-304.
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Judith L. Pace. (2024) Tensions in teaching balanced controversial history: Competing voices within a student teacher in Northern Ireland. British Educational Research Journal.
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Sarah J. Kaka, Taylor Kessner, Anthony Tuf Francis, Joshua Littenberg-Tobias & Katrina Kennett. (2024) “Divisive Issues” and Collateral Damage: The Evolving Needs of Teachers Entrenched in the Culture War. Journal of Education.
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Gokcen Ozcan-Ermis & Nicolas Hervé. (2024) Identifying Pre- and In-service Teachers’ Stances on Teaching Socioscientific Issues: A Systematic Review of Empirical Studies. Canadian Journal of Science, Mathematics and Technology Education.
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Boaz Dvir, Logan Rutten, Danielle Butville & Eric Wilson. (2023) Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning. School-University Partnerships 16:2, pages 101-109.
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Leslie J. Kelley, Anissia Espinoza, Drew A. Curtis, Adam Randell & Adam K. Abuharthieh. (2023)
Accuracy and Response Time for
Modus Ponens
Syllogisms Vary by Controversial Topic and Categorical Emotion
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Manja Coopmans & Willemijn F. Rinnooy Kan. (2023) Facilitating citizenship-related classroom discussion: Teaching strategies in pre-vocational education that allow for variation in familiarity with discussion. Teaching and Teacher Education 133, pages 104268.
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Shireen Al‐Adeimi & Jennie Baumann. (2023) Roles of engagement: Analyzing adolescent students' talk during controversial discussions. Journal of Adolescent & Adult Literacy 67:2, pages 42-52.
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Deanna Grant-Smith, Tanya Weiler, Julie King, Shaun Sydney Nykvist & Marisha B. McAuliffe. 2023. The Role of Educators as Agents and Conveyors for Positive Change in Global Education. The Role of Educators as Agents and Conveyors for Positive Change in Global Education
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Henrik Åström Elmersjö & Anders Persson. (2023) Controversial issues and the nature of history: Teachers’ views on controversial historical issues in Swedish lower secondary school. History Education Research Journal 20:1.
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Catherine Lammert & Vickie C. Godfrey. (2023) Teachers’ Self-Censorship of Children’s Literature in Texas—What’s Legislation Got to Do With It?. AERA Open 9.
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Keith C. Barton. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Noelia Pérez-Rodríguez, Nicolás de-Alba-Fernández & Elisa Navarro-Medina. (2022) University and challenge of citizenship education. Professors’ conceptions in training. Frontiers in Education 7.
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Sunghee Shin & Beverly (Lee) Milner Bisland. 2022. Dispositional Development and Assessment in Teacher Preparation Programs. Dispositional Development and Assessment in Teacher Preparation Programs
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María del Consuelo Díez-Bedmar. (2022) Feminism, Intersectionality, and Gender Category: Essential Contributions for Historical Thinking Development. Frontiers in Education 7.
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Mandy Cooke & Susanne Francisco. (2020) The Practice Architectures that Enable and Constrain Educators’ Risk-Taking Practices in High Quality Early Childhood Education. Early Childhood Education Journal 49:6, pages 1073-1086.
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Judith L. Pace & Larisa Kasumagić-Kafedžić. (2021) Teacher education for democracy in Sarajevo and San Francisco: Pedagogical tools to connect theory and practice. Citizenship Teaching & Learning 16:3, pages 397-415.
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Delfín Ortega-Sánchez, Joan Pagès Blanch, Jaime Ibáñez Quintana, Esther Sanz de la Cal & Raquel de la Fuente-Anuncibay. (2021) Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers. International Journal of Environmental Research and Public Health 18:8, pages 4055.
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Lee Jerome, Anna Liddle & Helen Young. (2021) Talking about rights without talking about rights: on the absence of knowledge in classroom discussions. Human Rights Education Review 4:1, pages 8-26.
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Christina Parker & Kathy Bickmore. (2020) Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue. Teaching and Teacher Education 95, pages 103129.
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Julius Grund & Antje Brock. (2020) Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability 12:7, pages 2838.
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Delfín Ortega-Sánchez & Joan Pagès Blanch. (2020) The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers. Social Sciences 9:2, pages 9.
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RICHARD RYMARZ. (2020) Teaching controversial issues in Religious Education: RE teachers’ attitudes and perceptions. Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE) 3:1, pages 45-66.
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