https://orcid.org/0000-0002-1567-1611
Citations (15)
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Read on this site (9)
Charley Brooks. (2023) ‘There’s no such thing as a clean line’: an award-winning history teacher’s racial ideologies-in-pieces. Teaching Education 34:4, pages 438-454.
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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 0:0, pages 1-39.
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Cristina L. Lash. (2023) Racial individualism in middle school: How students learn white innocence through the social studies curriculum. Theory & Research in Social Education 0:0, pages 1-32.
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Raquel De Sixte, Manuel Lucero, Javier Rosales & Vasiliki Konitopoulou. (2023) Fostering historical learning in elementary education through whole class shared reading activities (Fomentando el aprendizaje histórico en Educación Primaria mediante actividades de lectura compartida). Culture and Education 35:2, pages 501-533.
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Abby Reisman & Lightning Jay. (2022) Teaching Racial History: Enacting Curriculum in Discretionary Spaces. Journal of Curriculum Studies 54:6, pages 751-771.
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Tadashi Dozono. (2022) Race and the Evidence of Experience: Accounting for Race in Historical Thinking Pedagogy. Critical Studies in Education 63:4, pages 468-484.
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Lightning Jay. (2022) The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019. Theory & Research in Social Education 50:3, pages 339-374.
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Maribel Santiago & Tadashi Dozono. (2022) History is critical: Addressing the false dichotomy between historical inquiry and criticality. Theory & Research in Social Education 50:2, pages 173-195.
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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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Articles from other publishers (6)
Jackson A. Collins & Howard C. Stevenson. (2023) Racial climate reform in independent schools: How coping self‐efficacy buffers systemic and proximal racial stress for students of color. Psychology in the Schools 60:11, pages 4427-4451.
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Elizabeth Schiavone Gotwalt. (2023) Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing. Teaching and Teacher Education 131, pages 104202.
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Jenni Conrad, Abby Reisman, Timothy Patterson, Lightning Peter Jay, Avi Kaplan, Joseph I. Eisman & Wendy Chan. (2023) White preservice teachers facilitating African American history discussions: Tensions of identity in practice. Teaching and Teacher Education 125, pages 104050.
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Jenni Conrad, Abby Reisman, Lightning Jay, Timothy Patterson, Joseph I. Eisman, Avi Kaplan & Wendy Chan. (2023) To what ends? Analyzing teacher candidates’ goals and perceptions of student talk in social studies discussions. The Journal of Social Studies Research 47:2, pages 79-91.
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Sarah A. Mathews & Craig M. McGill. (2022) “Honestly, I Had a Very Strong Reaction to this Reading”: Social Studies Pre‐Service Teachers’ Application of Literacy Frameworks While Engaging with a Graphic Textbook. Journal of Adolescent & Adult Literacy 65:5, pages 431-439.
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Elizabeth A. van Es & Miriam G. Sherin. (2021) Expanding on prior conceptualizations of teacher noticing. ZDM – Mathematics Education 53:1, pages 17-27.
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