Citations (25)
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Read on this site (15)
Catharyn Shelton, Leanna Archambault & Lauren McArthur Harris. (2023) The quest for quality within an online educational marketplace: Indicators of expert-evaluated quality in U.S. history activities. Journal of Digital Learning in Teacher Education 39:3, pages 145-163.
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Lauren McArthur Harris, Leanna Archambault & Catharyn C. Shelton. (2023) Issues of quality on Teachers Pay Teachers: an exploration of best-selling U.S. history resources. Journal of Research on Technology in Education 55:4, pages 608-627.
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Nadine Ann Skinner & Patricia Bromley. (2023) Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019. Journal of Curriculum Studies 55:2, pages 203-222.
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James P. Kelly & Roger C. Aden. (2022) Perpetuating the past: U.S. high school history textbooks and systemic racism. Journal of Applied Communication Research 50:3, pages 236-252.
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Olivia G. Holter, Anisa N. Goforth, Kristen Pyke & Zachary R. Shindorf. (2020) Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans. Journal of Educational and Psychological Consultation 30:3, pages 255-284.
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Christine Rogers Stanton. (2020) Survivance storywork: Expecting more from ourselves. Theory & Research in Social Education 48:1, pages 146-152.
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Kristine Gritter, Richard Scheurerman, Cindy Strong, Carrie Jim Schuster & Tracy Williams. (2016) Valuing Native American tribal elders and stories for sustainability study. Middle School Journal 47:2, pages 3-12.
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Christine Rogers Stanton. (2015) Beyond the Margins: Evaluating the Support for Multicultural Education Within Teachers' Editions of U.S. History Textbooks. Multicultural Perspectives 17:4, pages 180-189.
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Christine Rogers Stanton. (2014) The Curricular Indian Agent: Discursive Colonization and Indigenous (Dys)Agency in U.S. History Textbooks. Curriculum Inquiry 44:5, pages 649-676.
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Christopher Witschonke. (2013) A ‘Curtain of Ignorance’: An Analysis of Holocaust Portrayal in Textbooks from 1943 through 1959. The Social Studies 104:4, pages 146-154.
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Marged Howley, Aimee Howley & Karen Eppley. (2013) How Agricultural Science Trumps Rural Community in the Discourse of Selected U.S. History Textbooks. Theory & Research in Social Education 41:2, pages 187-218.
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Christine
Rogers Stanton. (2012)
Hearing the Story: Critical Indigenous Curriculum Inquiry and Primary Source Representation in Social Studies Education. Theory & Research in Social Education 40:4, pages 339-370.
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GrantR. Miller & Shannon
Lindsay Toth. (2012) To Dismantle an Idle Past: Using Historiography to Construct a Digital Learning Environment. The Social Studies 103:2, pages 73-80.
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JasonL. Endacott. (2011) Power and Liberty: A Long-Term Course Planning Strategy to Encourage the Contextualization of Events in American History. The Social Studies 102:2, pages 73-79.
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EmoryC. Helms, AustinM. Hitt, JasonA. Schipper & AdamM. Jones. (2010) Native American History in a Box: A New Approach to Teaching Native American Cultures. The Social Studies 101:4, pages 160-165.
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Articles from other publishers (10)
Paulina Haduong, Julia Jeffries, Allison Pao, Willie Webb, Danielle Allen & David Kidd. (2023) Who am I and what do I care about? Supporting civic identity development in civic education. Education, Citizenship and Social Justice, pages 174619792311516.
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Brennan Keegan. (2022) Contemporary Native American and Indigenous Religions: State of the field. Religion Compass 16:9.
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Shawn Clark. (2022) The Role that Cultural Plays in Fostering Educational Sovereignty for American Indian Youths: A Transformative Mixed Methods Study. Journal of Ethnic and Cultural Studies 9:3, pages 168-193.
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Edwin J. Schupman, Jerrell C. Cassady, Sarah B. Shear, Linda E. Martin & Keeli R. Rincon. 2022. The Palgrave Handbook of Educational Leadership and Management Discourse. The Palgrave Handbook of Educational Leadership and Management Discourse
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Edwin J. Schupman, Jerrell C. Cassady, Sarah B. Shear, Linda E. Martin & Keeli R. Rincon. 2020. The Palgrave Handbook of Educational Leadership and Management Discourse. The Palgrave Handbook of Educational Leadership and Management Discourse
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Catherine Compton-Lilly, Shuning Liu, Maria Padrós Cuxart, Lindsay Pettit & Yanli Timm. (2019) A problematic legacy: diversity in American reading textbooks. Journal for Multicultural Education 13:4, pages 289-301.
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Christine Rogers Stanton, Brad Hall & Jioanna Carjuzaa. (2023) The Digital Storywork Partnership: Community-Centered Social Studies to Revitalize Indigenous Histories and Cultural Knowledges. The Journal of Social Studies Research 43:2, pages 97-108.
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Christine Rogers Stanton. (2019) Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies. American Journal of Education 125:2, pages 201-229.
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Christine R Stanton & Danielle Morrison. (2018) Investigating curricular policy as a tool to dismantle the master’s house: Indian Education for All and social studies teacher education. Policy Futures in Education 16:6, pages 729-748.
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Timothy Lintner & Deborah Macphee. 2012. The New Politics of the Textbook. The New Politics of the Textbook
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