Authentic pedagogy: examining intellectual challenge in social studies classrooms

References

• Au, W. W. (2009). Social studies, social justice: W(h)ither the social studies in high-stakes testing? Teacher Education Quarterly, 36(1), 43–58.
   Google Scholar
• Avery, P. G., Freeman, C., & Carmichael-Tanaka, D. (2002). Developing authentic instruction in the social studies. Journal of Research in Education, 12(1), 50–56.
   Google Scholar
• Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, New Jersey: Lawrence Erlbaum.
   Google Scholar
• Brooks, S. (2014). Connecting the past to the present in the middle-level classroom: A comparative case study. Theory & Research in Social Education, 42(1), 65–95.
   Google Scholar
• Bryk, A. S., Nagaoka, J. K., & Newmann, F. M. (2000). Chicago classroom demands for authentic intellectual work: Trends from 1997-1999. Chicago, IL: Consortium on Chicago School Research.
   Google Scholar
• Choppin, J. (2011). The impact of professional noticing on teachers’ adaptations of challenging tasks. Mathematical Thinking and Learning, 13(3), 175–197.
   Web of Science ®Google Scholar
• Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51(2), 363–402.
   Web of Science ®Google Scholar
• Crick, R. D., Jelfs, H., Huang, S., & Wang, Q. (2011). Learning futures evaluation final report. London: Paul Hamlyn Foundation. Retrieved from http://learningemergence.net/wp-content/uploads/2012/05/LearningFuturesEvaluation-Final-Dec2011.pdf
   Google Scholar
• Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., & Tilson, J. L. (2008). Powerful learning: What we know about teaching for understanding. San Francisco: Jossey-Bass.
   Google Scholar
• Dewey, J. (1916). Democracy and education. New York: Macmillan.
   Google Scholar
• DeWitt, S. W., Patterson, N., Blankenship, W., Blevins, B., DiCamillo, L., Gerwin, D., & Sullivan, C. (2013). The lower-order expectations of high-stakes tests: A four-state analysis of social studies standards and test alignment. Theory & Research in Social Education, 41(3), 382–427.
   Google Scholar
• Dockter, J., Haug, D., & Lewis, C. (2010). Digital literacies: Redefining rigor: Critical engagement, digital media, and the new English/language arts. Journal of Adolescent & Adult Literacy, 53(5), 418–420.
   Web of Science ®Google Scholar
• Doyle, W. (1983). Academic work. Review of Educational Research, 52(2), 159–199.
   Web of Science ®Google Scholar
• Education Queensland. (2004). The new basics research report. Brisbane: Dept. of Education and the Arts, Assessment & New Basic Branch. Retrieved from http://pandora.nla.gov.au/pan/75290/20071113-1615/education.qld.gov.au/corporate/newbasics/pdfs/exteval.pdf
   Google Scholar
• Grant, S. G. (2001). An uncertain lever: Exploring the influence of state-level testing in New York state on teaching social studies. Teachers College Record, 103(3), 398–426.
   Web of Science ®Google Scholar
• Grant, S. G., & Gradwell, J. M. (2010). Teaching history with big ideas: Cases of ambitious teachers. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Grant, S. G., & Horn, C. (2006). The state of state-level history tests. In S. G. Grant (Ed.), Measuring history: Cases of state-level testing across the United States (pp. 9–27). Greenwich, CT: Information Age.
   Google Scholar
• Hess, D. E., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. New York: Routledge.
   Google Scholar
• Jackson, P. (1968).Life in classrooms. New York, NY: Teachers College Press.
   Google Scholar
• King, M. B., Schroeder, J., & Chawszczewski, D. (2001,September). University of Wisconsin-Madison, Research Institute on Secondary Education Reform (RISER) for youth with disabilities website. Authentic assessment and student performance in inclusive schools (Brief #5). Retrieved from: http://archive.wceruw.org/riser/Brief%205.pdf
   Google Scholar
• Koh, K., & Luke, A. (2009). Authentic and conventional assessments in Singapore schools: An empirical study of teacher assignments and student work. Assessment in Education: Principles, Policy & Practice, 16(3), 291–318.
   Google Scholar
• Koh, K. H. (2011). Improving teachers’ assessment literacy through professional development. Teaching Education, 22(3), 255–276.
   Google Scholar
• Ladwig, J., Smith, M., Gore, J., Amosa, W., & Griffiths, T. (2007). Quality of pedagogy and student achievement: Multi-level replication of authentic pedagogy. Paper presented at the Australian Association for Research in Education Conference, Fremantle, Western Australia. Retrieved from www.aare.edu.au/07pap/lad07283.pdf
   Google Scholar
• LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research. San Diego: Academic Press.
   Google Scholar
• Lee, V. E., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36(4), 907–945.
   Web of Science ®Google Scholar
• Lee, V. E., Smith, J. B., & Croninger, R. G. (1997). How high school organization influences the equitable distribution of learning in science and mathematics. Sociology of Education, 70(April), 128–150.
   Web of Science ®Google Scholar
• Levin, D., Hammer, D., Elby, A., & Coffey, J. (2013). Becoming a responsive science teacher: Focusing on student thinking in secondary science. Arlington, VA: NSTA Press.
   Google Scholar
• Levstik, L. (2008). What happens in social studies classrooms? In L. Levstik & C. Tyson (Ed.), Handbook of research in social studies education (pp. 50–62). New York: Routledge.
   Google Scholar
• Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.
   Google Scholar
• Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44, 1318–1347.
   Web of Science ®Google Scholar
• Marks, H. M. (2000). Student engagement in instructional activity: Patters in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184.
   Web of Science ®Google Scholar
• McNeil, L. M. (2000). Contradictions of school reform: Educational cost of standardized testing. New York, NY: Routledge.
   Google Scholar
• National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for the social studies. Washington, DC: Author.
   Google Scholar
• National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
   Google Scholar
• Newmann, F., Carmichael, D., & King, B. (2016). Authentic intellectual work: Improving teaching for rigorous learning. Thousand Oaks, CA: Corwin.
   Google Scholar
• Newmann, F. M. (1990). Qualities of thoughtful social studies classes: An empirical profile. Journal of Curriculum Studies, 22(3), 253–275.
   Web of Science ®Google Scholar
• Newmann, F. M. (1991). Classroom thoughtfulness and students’ higher order thinking: Common indicators and diverse social studies courses. Theory & Research in Social Education, XIX, (4), 410–433.
   Google Scholar
• Newmann, F. M., Bryk, A., & Nagaoka, J. K. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence? Chicago, IL: Consortium on Chicago School Research.
   Google Scholar
• Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The quality of intellectual work in Chicago schools: A baseline report. Chicago: Consortium on Chicago School Research.
   Google Scholar
• Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280–312.
   Web of Science ®Google Scholar
• Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York: Teachers College Press.
   Google Scholar
• Newmann, F., & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
   Google Scholar
• Onosko, J. J. (1990). Comparing teachers’ instruction to promote students’ thinking. Journal of Curriculum Studies., 22(5), 443–461.
   Web of Science ®Google Scholar
• Parker, W. C., & Hess, D. (2001). Teaching with and for discussion. Teaching and Teacher Education., 17, 273–289.
   Web of Science ®Google Scholar
• Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., & Vye, N. J. (2013). Beyond breadth-speed-test: Toward deeper knowing and engagement in an advanced placement course. American Educational Research Journal, 50(6), 1424–1459.
   Web of Science ®Google Scholar
• Passe, J., & Fitchett, P. G. (2013). The status of social studies: Views from the field. Charlotte, NC: IAP.
   Google Scholar
• Powell, A., Farrar, E., & Cohen, D. (1985). The shopping mall high school: Winners and losers in the educational marketplace. Boston: Houghton Mifflin.
   Google Scholar
• Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books.
   Google Scholar
• Reisman, A. (2015). Entering the historical problem space: Whole-class text-based discussion in history class. Teachers College Record, 117(2), 1–44.
   Web of Science ®Google Scholar
• Roelofs, E., & Terwel, J. (1999). Constructivism and authentic pedagogy: State of the art and recent developments in Dutch national curriculum in secondary education. Journal of Curriculum Studies, 31(2), 201–227.
   Web of Science ®Google Scholar
• Rossi, J. A., & Pace, C. M. (1998). Issues-centered instruction with low achieving high school students: The dilemmas of two teachers. Theory & Research in Social Education, 26(3), 380–409.
   Web of Science ®Google Scholar
• Saye, J. W. (2017). Disciplined inquiry in social studies classrooms. In M. M. Manfra & C. M. Bolick (Eds.), The handbook of social studies research (pp. 336–359). Boston, MA: Wiley-Blackwell.
   Google Scholar
• Saye, J. W., Kohlmeier, J., Brush, T., Mitchell, L., & Farmer, C. (2009). Using mentoring to develop professional teaching knowledge for problem-based historical inquiry. Theory & Research in Social Education, 37(1), 6–41.
   Google Scholar
• Saye, J., & Social Studies Inquiry Research Collaborative. (2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to student performance on state mandated tests. Theory & Research in Social Education, 41(1), 89–132.
   Google Scholar
• Shaver, J. P. (1996). The prospects for issues-centered education. In R. W. Evans & D. W. Saxe (Eds.), Handbook on teaching social issues (pp. 380–386). Washington, D.C.: National Council for the Social Studies.
   Google Scholar
• Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37.
   Web of Science ®Google Scholar
• Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39, 97–110.
   Web of Science ®Google Scholar
• Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classroom. American Educational Research Journal, 33(2), 455–488.
   Web of Science ®Google Scholar
• Tekkumru Kisa, M., & Stein, M. K. (2015). Learning to see teaching in new ways: A foundation for maintaining cognitive demand. American Educational Research Journal, 52(1), 105–136.
   Web of Science ®Google Scholar
• Thomas, G., Wineburg, S., Grossman, P., Myhre, O., & Woolworth, S. (1998). In the company of colleagues: An interim report on the development of a community of teacher learners. Teaching and Teacher Education, 14(1), 21–32.
   Web of Science ®Google Scholar
• Thornton, S. (1988). Curriculum consonance in United States history classrooms. Journal of Curriculum & Supervision, 3(4), 308–320.
   Google Scholar
• VanSledright, B., & Maggioni, L. (2016). Epistemic cognition in history. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 128–146). New York: Routledge.
   Google Scholar
• Windschitl, M. (2002). Framing constructivism in practice as negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131–175.
   Web of Science ®Google Scholar