1st Edition
Handbook of Research in Social Studies Education
This Handbook outlines the current state of research in social studies education – a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence; long maintained by advocates for the social studies as a fundamental goal.
In considering how to organize the Handbook, the editors searched out definitions of social studies, statements of purpose, and themes that linked (or divided) theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last Handbook that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies. The volume is organized around seven themes:
- Change and Continuity in Social Studies
- Civic Competence in Pluralist Democracies
- Social Justice and the Social Studies
- Assessment and Accountability
- Teaching and Learning in the Disciplines
- Information Ecologies: Technology in the Social Studies
- Teacher Preparation and Development
The Handbook of Research in Social Studies is a must-have resource for all beginning and experienced researchers in the field.
@contents: Selected Contents:
Dedication
Preface
Acknowledgements
Contributors
Chapter 1 Introduction: Linda L. Levstik and Cynthia A. Tyson
Part I: Change and Continuity in Social Studies
Chapter 2 Continuity and Change in Social Studies Curriculum
Stephen J. Thornton
Chapter 3 Early Elementary Social Studies
Jere Brophy and Janet Alleman
Chapter 4 What Happens in Social Studies Classrooms? Research on K-12 Social Studies Practice
Linda S. Levstik
Part II: Civic Competence in Pluralist Democracies
Chapter 5 Knowing and Doing in Democratic Citizenship Education
Walter C. Parker
Chapter 6 International Political Socialization Research
Carole L. Hahn and Theresa Alviar-Martin
Chapter 7 Service-Learning
Rahima Wade
Chapter 8 Controversial Issues asnd Democratic Discourse
Diana Hess
Chapter 9 Diversity and Citizenship Education: Historical, Theoretical, and Philosophical Issues
James A. Banks and Diem Nguyen
Part III: Social Justice and the Social Studies
Chapter 10 Social Justice and the Social Studies
Kathy Bickmore
Chapter 11 Gender and Sexuality in the Social Studies
Margaret Smith Crocco
Chapter 12 Global Education
Guichun Zong, Angene H. Wilson, and A. Yao Quashiga
Part IV: Assessment and Accountability
Chapter 13 Assessment and Accountability in the Social Studies
S.G. Grant and Cinthia Salinas
Part Five: Teaching and Learning in the Disciplines
Chapter 14 Research on Students’ Ideas about History
Keith C. Barton
Chapter 15 Research on K-12 Geography Education
Avner Segall and Robert J. Helfenbein.
Chapter 16 Recent Research on the Teaching and Learning of Pre-Collegiate Economics
Steven L. Miller and Phillip J. VanFossen
Part VI: Information Ecologies: Technology in the Social Studies
Chapter 17 Technology and Social Studies
Kathleen Owings Swan and Mark Hofer
Part VII: Teacher Preparation and Development
Chapter 18 The Education of Social Studies Teachers
Susan Adler
Chapter 19 The Professional Development of Social Studies Teachers
Stephanie van Hover
Biography
Linda S. Levstik is Professor in the Department of Curriculum and Instruction at the University of Kentucky. Her research on children’s and adolescents’ historical thinking in the United States, New Zealand, and Ghana appears in a number of journals, including Theory and Research in Social Education, Teachers College Record, The American Educational Research Journal, and The International Review of History Education as well as books. She is co-author with Keith C. Barton of Doing History: Investigating with Children in Elementary and Middle Schools 3rd Edition (Erlbaum, 2005) and Teaching History for the Common Good (Erlbaum, 2004). Prior to earning a Ph.D. from The Ohio State University she taught in public and private elementary and middle schools.
Cynthia A. Tyson, Ph.D. is an Associate Professor in the School of Teaching and Learning at The Ohio State University and a former elementary school teacher. Her research interests focus on the development of cultural competence and socio political consciousness in early childhood social studies education, and the use of children's literature in civic education. The historical and political underpinnings of race and ethnicity are also at the core of her teaching and research agendas. She has worked as an educational consultant (social studies and literacy) within the state of Ohio extensively and has begun collaborative research initiatives both nationally and internationally exploring frameworks for teaching for social justice. She has presented numerous papers at national meetings and conferences including NCSS and the affiliate College University Faculty Assembly (CUFA). Dr.Tyson has served as Chair of CUFA, served on the Carter G. Woodson Committee and is currently the chair of the recently formed NCSS Social Justice Community. She has participated in a special series of presentations at NCSS entitled, Theory to Practice: Teaching in Urban Schools, published articles in Theory and Research in Social Education, Social Education, Social Studies and the Young Learner, Educational Researcher, other books and journals.
