Research and Practice in Social Studies Series – serie

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25 produkter

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25 produkter

Making Classroom Discussions Work
Methods for Quality Dialogue in the Social Studies
AvJane C. Lo
Häftad, Engelska, 2022
433 kr
Skickas inom 5-8 vardagar
For the last 2 decades, the field of social studies education has seen an increase in research on the use of discussions as an essential instructional technique. This book examines the importance of using quality dialogue as a tool to help students understand complex issues in social studies classrooms. The author provides a collection of well-known, evidence-based discussion techniques as well as classroom examples showing the methods in use. While the benefits of using discussion as an instructional method is widely considered a best practice of civic learning, actual high-quality discussions are rare and notoriously difficult to facilitate. Making Classroom Discussions Work is designed to guide teacher educators and classroom teachers in facilitating equitable and productive discussions that will boost learning and democratic engagement.Book Features:Emphasizes the rationale for using discussion in social studies teaching.Collects strategies that have been proposed in disparate journal articles and books in one convenient volume.Presents research-based challenges and supports for conducting and assessing discussions in the social studies.Includes methods and tips to help teachers make discussions more equitable in their classrooms.
Teaching History for Justice
Centering Activism in Students' Study of the Past
AvChristopher C. Martell,Kaylene M. Stevensm. fl.
Häftad, Engelska, 2020
402 kr
Skickas inom 5-8 vardagar
Learn how to enact justice-oriented pedagogy and foster students' critical engagement in today's history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to "think like a historian" or "think like a democratic citizen." In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for "thinking like an activist" and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors' studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices.Book Features:Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.Advocates for students to develop "thinking like an activist" in their approach to studying the past.Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
Post-Pandemic Social Studies
How COVID-19 Has Changed the World and How We Teach
AvWayne Journell
Häftad, Engelska, 2021
379 kr
Skickas inom 5-8 vardagar
COVID-19 offers a unique opportunity to transform the K–12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume—leading voices in social studies education—make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing.Book Features:Guidance on how to teach about the COVID-19 crisis as a recent, controversial historical event.Examples of teaching approaches and classroom projects that align with the C3 Framework.Lessons about COVID-19 for use in K–12 classrooms, as well as chapters on the history of pandemics and on how teachers can help students cope with death and grief.A critical examination of the idea of American exceptionalism, the role of race and class in U.S. society, and fundamental practices within social studies education.
Teaching Difficult Histories in Difficult Times
Stories of Practice
AvLauren McArthur Harris,Maia Sheppardm. fl.
Häftad, Engelska, 2022
433 kr
Skickas inom 5-8 vardagar
Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K–12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult. Featuring the voices of teacher educators, classroom teachers, and museum educators, these stories provide readers with rare examples of how to plan for, teach, and reflect on difficult histories. The book is divided into four main sections: Centering Difficult History Content, Centering Teacher and Student Identities, Centering Local and Contemporary Contexts, and Centering Teacher Decision-making. Key topics include teaching about genocide, slavery, immigration, war, racial violence, and terrorism. This dynamic book highlights the practitioner’s perspective to reveal how teachers can and do think critically about their motivations and the methods they use to engage students in rigorous, complex, and appropriate studies of the past.Book Features:Expanded notions of what difficult histories can be and how they can be approached pedagogically.Thoughtful pictures of practice of some of the most complex histories to teach.Stories of K–12 teachers and museum educators with the research of leading scholars in social studies education.Examples from a wide range of educational contexts in the United States and other countries.Resources useful to teachers and teacher educators.
Critical Race Theory and Social Studies Futures
From the Nightmare of Racial Realism to Dreaming Out Loud
AvAmanda E. Vickery,Noreen Naseem Rodriguez
Häftad, Engelska, 2022
477 kr
Skickas
Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book's first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK–12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social Studies Futures, contributors outline their dreams for the future of social studies, envisioning an unapologetically Indigenous field that centers Black futures and liberation and is free from the violence that has plagued the field and communities for centuries.Book Features:Offers race-focused analyses from a wide range of perspectives and contexts of study related to social studies education.Highlights innovations, branches, and future directions of critical race theories and methods. Explores how race and racism have been situated within the field of social studies since the publication of Gloria Ladson-Billings's 2003 edited volume, Critical Race Theory Perspectives on the Social Studies.
Toward a Stranger and More Posthuman Social Studies
AvBretton A. Varga,Timothy Monrealm. fl.
Häftad, Engelska, 2023
539 kr
Skickas inom 5-8 vardagar
Posthumanism has seen a surge across the humanities and offers a unique perspective, seeking to illuminate the role that more-than-human actors (e.g., affect, artifacts, objects, flora, fauna, other materials) play in the human experience . This book challenges the field of social studies education to think differently about the precarious status of the world (i.e., climate crisis, ongoing fights for racial equity, and Indigenous sovereignty). By cultivating a greater sense of attunement to the more-than-human, educators and scholars can foster more ethical ways of teaching, learning, researching, being, and becoming. In an effort to push the boundaries of what constitutes social studies, chapter authors engage with a wide range of disciplines and offer unique perspectives from various locations across the globe. This volume asks: How can thinking with posthumanism disrupt normative approaches to social studies education and research in ways that promote imaginativeness, speculation, and nonconformity? How can a posthumanist lens be used to interrogate neoliberal, systemic, and oppressive conditions that reproduce and perpetuate in-humanness? Book Features:● A collection of essays that explore the phenomenon of posthuman approaches to social studies scholarship.● Contributions by many prominent social studies education scholars representing seven countries—Canada, Norway, Russia, Spain, Sweden, the United Kingdom, and the United States.● A foreword by Boni Wozolek and an afterword by Nathan Snaza, both of who have made significant contributions to critical posthumanism in education. ● Provocation chapters that push readers' thinking about the various ways that posthumanism connects to teaching and learning social studies.● Images of more-than-human entanglements (i.e., artwork, photography, poetry).
Civic Engagement in Communities of Color
Pedagogy for Learning and Life in a More Expansive Democracy
AvKristen E. Duncan
Häftad, Engelska, 2023
459 kr
Skickas inom 5-8 vardagar
Situated at the intersection of race and civics, this volume discusses how communities of color interpret and enact civics both within and beyond the classroom. Chapters focus on historical and contemporary topics ranging from issues facing Asian immigrant communities to the Black Lives Matter at School curriculum. Civic Engagement in Communities of Color will help classroom teachers, teacher candidates, and teacher educators identify where white-washed civics curricula fail students of color and begin to understand how marginalized communities conceive and enact civics without the deficit lens. It will also help education researchers understand the various frameworks that communities of color use to approach civics and civic education. Chapter authors include established and emerging civic education scholars, including Leilani Sabzalian, ArCasia James-Gallaway, Jesús Tirado, and Brittany Jones.Book Features:Reimagines civics teaching and learning in communities of color, expanding current frameworks for what civic education is and can be.Disrupts the idea that civics is a singular notion that should only be viewed through one specific lens.Provides specific examples showing how racially marginalized people have created their own civic spaces.Includes chapters on Black, Indigenous, Arab, Immigrant, South Asian American, and Southeast Asian American communities.Contributors: Annaly Babb-Guerra, Carla-Ann Brown, Aviv Cohen, Tommy Ender, Sabryna Groves, ArCasia James-Gallaway, Denisha Jones, Erica Kelly, Sarah Mathews, Timothy Monreal, Aline Muff, Natasha C. Murray-Everett, Tiffany Mitchell Patterson, Ritu Rakrishnan, Leilani Sabzalian, Crystal Simmons, Jesús Tirado, Van Anh Tran, Shianne Walker, Elizabeth Yeager Washington, Rasheeda West, Asif Wilson
Developing Historical Thinkers
Supporting Historical Inquiry for All Students
AvBruce A. Lesh,Wayne Journell
Häftad, Engelska, 2023
433 kr
Skickas inom 5-8 vardagar
This practical book addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that "my kids cannot do that." Drawing on 22 years as a high school history teacher, 7 years as a state level curriculum specialist, and extensive work with in-service teachers across the country, the author provides research-based guidance for engaging students in investigating the past. Lesh examines ways to develop effective questions that guide historical inquires, how to utilize discussion in the classroom, and how to align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. Topics include The Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+ fight for rights, and multiple lessons from World War I. This follow-up to the author's book "Why Won't You Just Tell Us the Answer?" fills in gaps and expands tools and classroom examples to assist today's teachers.Book Features:Offers ways to promote teacher growth as it pertains to historical thinking.Demonstrates how to align investigating the past with the needs of reluctant readers and students with special needs.Provides lesson materials and instructional guidance.Addresses how to teach difficult subjects, such as LGBTQ+ history.Aligns historical literacy with inquiry-based instruction.
Developing Historical Thinkers
Supporting Historical Inquiry for All Students
AvBruce A. Lesh,Wayne Journell
Inbunden, Engelska, 2023
1 284 kr
Skickas inom 5-8 vardagar
This practical book addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that "my kids cannot do that." Drawing on 22 years as a high school history teacher, 7 years as a state level curriculum specialist, and extensive work with in-service teachers across the country, the author provides research-based guidance for engaging students in investigating the past. Lesh examines ways to develop effective questions that guide historical inquires, how to utilize discussion in the classroom, and how to align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. Topics include The Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+ fight for rights, and multiple lessons from World War I. This follow-up to the author's book "Why Won't You Just Tell Us the Answer?" fills in gaps and expands tools and classroom examples to assist today's teachers.Book Features:Offers ways to promote teacher growth as it pertains to historical thinking.Demonstrates how to align investigating the past with the needs of reluctant readers and students with special needs.Provides lesson materials and instructional guidance.Addresses how to teach difficult subjects, such as LGBTQ+ history.Aligns historical literacy with inquiry-based instruction.
Teaching Villainification in Social Studies
Pedagogies to Deepen Understanding of Social Evils
AvCathryn van Kessel,Kimberly Edmondson
Häftad, Engelska, 2024
539 kr
Skickas inom 5-8 vardagar
In this collection, scholars from the United States, Canada, and Australia examine the concepts of villainification and anti-villainification in social studies curriculum, popular culture, as well as within sociocultural contexts and their implications. Villainification is the process of identifying an individual or a small group of individuals as the sole source of a larger evil. Anti-villainification considers the messy space in between individual and group culpability in order to help students develop a sense of responsibility to each other as humans in communities on this planet. Chapter authors examine topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body. Taken together, these inquiries into villainification offer thoughtful and powerful insights for teaching about historical wrongdoing in more nuanced ways, addressing the responsibility we all have to create a better world.Book Features:Pushes the field of social studies to develop a more nuanced understanding of the villains of the past and present.Invites educators to become more thoughtful about not only curriculum but also the world around us.Helps readers to more deeply understand how easily forms of banal evil can touch our lives within and beyond the classroom, and what we might do about it.Examines how systemic forces can influence "average" individuals to cause or contribute to great societal harm.Includes teacher-friendly engagements with theory, using examples from middle and high school classrooms.Offers a wide range of contexts related to social studies education, including civics, economics, geography, and history.
Teaching Villainification in Social Studies
Pedagogies to Deepen Understanding of Social Evils
AvCathryn van Kessel,Kimberly Edmondson
Inbunden, Engelska, 2024
1 604 kr
Skickas inom 5-8 vardagar
In this collection, scholars from the United States, Canada, and Australia examine the concepts of villainification and anti-villainification in social studies curriculum, popular culture, as well as within sociocultural contexts and their implications. Villainification is the process of identifying an individual or a small group of individuals as the sole source of a larger evil. Anti-villainification considers the messy space in between individual and group culpability in order to help students develop a sense of responsibility to each other as humans in communities on this planet. Chapter authors examine topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body. Taken together, these inquiries into villainification offer thoughtful and powerful insights for teaching about historical wrongdoing in more nuanced ways, addressing the responsibility we all have to create a better world.Book Features:Pushes the field of social studies to develop a more nuanced understanding of the villains of the past and present.Invites educators to become more thoughtful about not only curriculum but also the world around us.Helps readers to more deeply understand how easily forms of banal evil can touch our lives within and beyond the classroom, and what we might do about it.Examines how systemic forces can influence "average" individuals to cause or contribute to great societal harm.Includes teacher-friendly engagements with theory, using examples from middle and high school classrooms.Offers a wide range of contexts related to social studies education, including civics, economics, geography, and history.
Place-Based Social Studies Education
Learning from Flint, Michigan
AvAnnie McMahon Whitlock,Wayne Journell
Häftad, Engelska, 2024
473 kr
Skickas inom 5-8 vardagar
This book uses the water crisis in Flint, Michigan, as a touchstone for the importance and value of including place-based education in the social studies curriculum. Whitlock scrutinizes this local environmental issue to not only drive critical inquiry in the classroom, but also to show how the curriculum can propel valuable social change in the community. Each part of this book highlights critical place inquiry and place-based education with an overall inquiry question: How can schools respond to a community's needs? How can schooling be reimagined to center "place?" How can teacher preparation be place-based? What did we learn from the Flint crisis and where do we go from here? Individual chapters investigate the inquiry question by examining Flint and the Flint water crisis more specifically, as well as the lessons we can learn from Flint educators. Social studies teachers (Pre-K-16) can use these experiences to inform their own approach to understanding their own places.Book Features:Employs narrative inquiry, including interviews with school officials, teachers, parents, and teacher educators.Offers key "takeaways" in every chapter to assist educators in applying place-based education principles to their classrooms.Written in an accessible journalistic style that is both scholarly and personal.Includes photographs taken by the author of real people and places in Flint that illustrate the story.
Place-Based Social Studies Education
Learning from Flint, Michigan
AvAnnie McMahon Whitlock,Wayne Journell
Inbunden, Engelska, 2024
1 378 kr
Skickas inom 5-8 vardagar
This book uses the water crisis in Flint, Michigan, as a touchstone for the importance and value of including place-based education in the social studies curriculum. Whitlock scrutinizes this local environmental issue to not only drive critical inquiry in the classroom, but also to show how the curriculum can propel valuable social change in the community. Each part of this book highlights critical place inquiry and place-based education with an overall inquiry question: How can schools respond to a community's needs? How can schooling be reimagined to center "place?" How can teacher preparation be place-based? What did we learn from the Flint crisis and where do we go from here? Individual chapters investigate the inquiry question by examining Flint and the Flint water crisis more specifically, as well as the lessons we can learn from Flint educators. Social studies teachers (Pre-K-16) can use these experiences to inform their own approach to understanding their own places.Book Features:Employs narrative inquiry, including interviews with school officials, teachers, parents, and teacher educators.Offers key "takeaways" in every chapter to assist educators in applying place-based education principles to their classrooms.Written in an accessible journalistic style that is both scholarly and personal.Includes photographs taken by the author of real people and places in Flint that illustrate the story.
Nyhet
Teaching Democracy Now
AvChristopher H. Clark,Cathryn van Kessel
Inbunden, Engelska, 2026
1 378 kr
Skickas inom 5-8 vardagar
How can social studies educators teach the ideals of democracy when its real-world practice is so deeply challenged? This volume provides a frank, research-based appraisal of how to navigate K–12 curriculum while examining the political and social conditions that cause democratic education to falter.Leading scholars in the field of social studies and civic education move beyond the "paper democracy" of standard textbooks to address modern issues like disinformation, authority, and digital discourse. Educators will find practical, proactive, and reactive strategies to help students develop the habits and skills necessary to resist authoritarianism and defend democratic norms.This volume offers a holistic approach to civic education with teacher resources for a fractious age. This is an essential guide for those ready to embrace the brave work of instilling democratic values in the "now."Key Features:Strategies for Combatting Disinformation: Offers actionable advice for playing defense against harmful misinformation and community suspicion.Real-World Governance: Compares textbook ideals with the undemocratic practices of the real world, such as persistent educational inequalities and the influence of billionaires.Discussion-Ready Content: Features tailored prompts for individual reflection, social studies methods courses, or professional development.Justice-Centered Pedagogy: Grounds democratic efforts in correcting flawed assumptions and prioritizing justice for those at the margins.Holistic Learning: Bridges the gap between political education and often messy political realities.
Nyhet
Teaching Democracy Now
AvChristopher H. Clark,Cathryn van Kessel
Häftad, Engelska, 2026
473 kr
Skickas inom 5-8 vardagar
How can social studies educators teach the ideals of democracy when its real-world practice is so deeply challenged? This volume provides a frank, research-based appraisal of how to navigate K–12 curriculum while examining the political and social conditions that cause democratic education to falter.Leading scholars in the field of social studies and civic education move beyond the "paper democracy" of standard textbooks to address modern issues like disinformation, authority, and digital discourse. Educators will find practical, proactive, and reactive strategies to help students develop the habits and skills necessary to resist authoritarianism and defend democratic norms.This volume offers a holistic approach to civic education with teacher resources for a fractious age. This is an essential guide for those ready to embrace the brave work of instilling democratic values in the "now."Key Features:Strategies for Combatting Disinformation: Offers actionable advice for playing defense against harmful misinformation and community suspicion.Real-World Governance: Compares textbook ideals with the undemocratic practices of the real world, such as persistent educational inequalities and the influence of billionaires.Discussion-Ready Content: Features tailored prompts for individual reflection, social studies methods courses, or professional development.Justice-Centered Pedagogy: Grounds democratic efforts in correcting flawed assumptions and prioritizing justice for those at the margins.Holistic Learning: Bridges the gap between political education and often messy political realities.
Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth
AvAshley Taylor Jaffee,Cinthia Salinas
Häftad, Engelska, 2024
539 kr
Skickas inom 5-8 vardagar
Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture and language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. Examples of frameworks include culturally relevant and sustaining pedagogies, linguistically responsive teaching, LatCrit and critical pedagogy, translanguaging pedagogy, and transnational citizenship. This insightful volume also directly challenges oppressive structures, policies, and practices that continually marginalize EBML students and are rooted in racism, linguicism, and xenophobia. This unique collection is designed for scholars, teachers, and teacher educators to actively read, reflect on, and enact the approaches shared by educators who are doing this work. Book Features:Highlights research conducted with youth and teachers in elementary, middle, and secondary school contexts, as well as with preservice teachers and teacher educators.Written in a user-friendly format for quick and informative access to theoretical and practical approaches. Outlines specific ideas for how to prepare pre- and inservice teachers for working with EBML students. Includes case studies, unit and lesson plan examples, and vignettes.Concludes with expert commentaries on where the field of social studies must go next to best meet the dynamic and multifaceted needs of EBML students.
Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth
AvAshley Taylor Jaffee,Cinthia Salinas
Inbunden, Engelska, 2024
1 604 kr
Skickas inom 5-8 vardagar
Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture and language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. Examples of frameworks include culturally relevant and sustaining pedagogies, linguistically responsive teaching, LatCrit and critical pedagogy, translanguaging pedagogy, and transnational citizenship. This insightful volume also directly challenges oppressive structures, policies, and practices that continually marginalize EBML students and are rooted in racism, linguicism, and xenophobia. This unique collection is designed for scholars, teachers, and teacher educators to actively read, reflect on, and enact the approaches shared by educators who are doing this work. Book Features:Highlights research conducted with youth and teachers in elementary, middle, and secondary school contexts, as well as with preservice teachers and teacher educators.Written in a user-friendly format for quick and informative access to theoretical and practical approaches. Outlines specific ideas for how to prepare pre- and inservice teachers for working with EBML students. Includes case studies, unit and lesson plan examples, and vignettes.Concludes with expert commentaries on where the field of social studies must go next to best meet the dynamic and multifaceted needs of EBML students.
Teaching Data Literacy in Social Studies
Principles and Practices to Support Historical Thinking and Civic Engagement
AvTamara L. Shreiner,Wayne Journell
Häftad, Engelska, 2024
433 kr
Skickas inom 5-8 vardagar
We are surrounded by data and data visualizations in our everyday lives. To help ensure that students can critically evaluate data--and use it to promote social justice--this book outlines principles and practices for teaching data literacy as part of social studies education. The author shows how social studies content and skills can enhance data literacy, and its importance in supporting students' historical thinking and civic engagement. Shreiner also provides a rationale for including data literacy in the social studies curriculum and highlights the special knowledge and skills social studies teachers offer in promoting a critical, humanistic form of data literacy. Recognizing that many social studies teachers feel poorly equipped to teach data literacy, this book offers practical advice, summaries of the benefits and challenges to students, guidance for incorporating data literacy across elementary and secondary grades, and strategies to help students analyze, use, and create data visualizations.Book Features:Helps social studies teachers and teacher educators understand the value of teaching data literacy.Highlights the special role social studies teachers can play in supporting critical, humanistic data literacy.Synthesizes research and scholarship on teaching data literacy in social studies.Provides a suggested scope and sequence for incorporating data literacy into the social studies curriculum across grade levels.Offers multiple ideas for resources and tools that can support data literacy instruction in social studies.
Teaching Data Literacy in Social Studies
Principles and Practices to Support Historical Thinking and Civic Engagement
AvTamara L. Shreiner,Wayne Journell
Inbunden, Engelska, 2024
1 284 kr
Skickas inom 5-8 vardagar
We are surrounded by data and data visualizations in our everyday lives. To help ensure that students can critically evaluate data--and use it to promote social justice--this book outlines principles and practices for teaching data literacy as part of social studies education. The author shows how social studies content and skills can enhance data literacy, and its importance in supporting students' historical thinking and civic engagement. Shreiner also provides a rationale for including data literacy in the social studies curriculum and highlights the special knowledge and skills social studies teachers offer in promoting a critical, humanistic form of data literacy. Recognizing that many social studies teachers feel poorly equipped to teach data literacy, this book offers practical advice, summaries of the benefits and challenges to students, guidance for incorporating data literacy across elementary and secondary grades, and strategies to help students analyze, use, and create data visualizations.Book Features:Helps social studies teachers and teacher educators understand the value of teaching data literacy.Highlights the special role social studies teachers can play in supporting critical, humanistic data literacy.Synthesizes research and scholarship on teaching data literacy in social studies.Provides a suggested scope and sequence for incorporating data literacy into the social studies curriculum across grade levels.Offers multiple ideas for resources and tools that can support data literacy instruction in social studies.
Theory-Story Reader for Social Studies
AvBretton A. Varga,Erin C. Adams
Häftad, Engelska, 2024
539 kr
Skickas inom 5-8 vardagar
Theory holds the capacity to help educators see the world differently, challenge problematic assumptions and practices that cultivate harm, and illuminate pathways towards access, equity, justice, joy, and love. While it is easy to underestimate the role of theory in such pursuits throughout social studies education, this book shows that theory is always-already present in all productions of teaching and learning. In this collection, well-established scholars highlight a broad range of theories that are currently being used to alter the landscape of social studies instruction. Important to these efforts is the position that theory does not exist in a vacuum but rather is the reflection of a certain set of concepts and the relationship that one holds to those ideas. Taking this further, each chapter author employs storytelling as a means to share their personal history and unpack how they came to understand their selected theoretical topic. They address a breadth of concepts, such as Black feminism, psychoanalysis, racial capitalism, settler colonialism, sustainability, and technoskepticism. Book Features:The only resource of its kind that pairs storying with a far-reaching range of theories actively being used by scholars in the field of social studies education and research.Brief chapters, arranged alphabetically by concept, provide structure while also staying true to the book's framing of theory as being curious, fragmented, nomadic, and discursive.Embedded connections within each chapter meant to help readers understand the relational and entangled nature of theory.
Theory-Story Reader for Social Studies
AvBretton A. Varga,Erin C. Adams
Inbunden, Engelska, 2024
1 604 kr
Skickas inom 5-8 vardagar
Theory holds the capacity to help educators see the world differently, challenge problematic assumptions and practices that cultivate harm, and illuminate pathways towards access, equity, justice, joy, and love. While it is easy to underestimate the role of theory in such pursuits throughout social studies education, this book shows that theory is always-already present in all productions of teaching and learning. In this collection, well-established scholars highlight a broad range of theories that are currently being used to alter the landscape of social studies instruction. Important to these efforts is the position that theory does not exist in a vacuum but rather is the reflection of a certain set of concepts and the relationship that one holds to those ideas. Taking this further, each chapter author employs storytelling as a means to share their personal history and unpack how they came to understand their selected theoretical topic. They address a breadth of concepts, such as Black feminism, psychoanalysis, racial capitalism, settler colonialism, sustainability, and technoskepticism. Book Features:The only resource of its kind that pairs storying with a far-reaching range of theories actively being used by scholars in the field of social studies education and research.Brief chapters, arranged alphabetically by concept, provide structure while also staying true to the book's framing of theory as being curious, fragmented, nomadic, and discursive.Embedded connections within each chapter meant to help readers understand the relational and entangled nature of theory.
AI in Social Studies Education
Tools for Thoughtful Practice with Generative Artificial Intelligence
AvChristopher H. Clark,Cathryn van Kessel
Häftad, Engelska, 2025
419 kr
Skickas inom 5-8 vardagar
Whether skeptical or enthusiastic about AI, every social studies educator will find something useful for their practice in this book.The introduction of widely available generative AI tools has caused a frenzy of both positive and negative reactions. Between utopian visions and apocalyptic predictions of AI's impact on education, there is a need to thoughtfully consider what education in the age of AI can and should look like. This volume focuses on the implications of AI technology for teachers in K– 2 and university settings, providing a careful look at its affordances and drawbacks for social studies curriculum and teaching. Scholars specializing in the field of social studies education provide information and practical ideas for teaching with current technology, alongside frameworks for thinking about future iterations of AI. This book fills a critical need, especially among educators, to consider the current and potential future impacts of AI while avoiding the traps of alarmism or techno-utopianism. Book Features: First-ever compilation of AI considerations and strategies in the context of social studies education.Nontechnical explanations of what AI can do (and not do) in practical educational contexts to enable educators to approach its use with careful judgment.Advice for educators to help them assess future iterations of AI technology.Critical considerations of AI across multiple contexts (e.g., ethics, equity, multilingual learners, cybersecurity).Work from leaders in technology and social studies education across Canada and the United States.
AI in Social Studies Education
Tools for Thoughtful Practice with Generative Artificial Intelligence
AvChristopher H. Clark,Cathryn van Kessel
Inbunden, Engelska, 2025
1 218 kr
Skickas inom 5-8 vardagar
Whether skeptical or enthusiastic about AI, every social studies educator will find something useful for their practice in this book.The introduction of widely available generative AI tools has caused a frenzy of both positive and negative reactions. Between utopian visions and apocalyptic predictions of AI's impact on education, there is a need to thoughtfully consider what education in the age of AI can and should look like. This volume focuses on the implications of AI technology for teachers in K– 2 and university settings, providing a careful look at its affordances and drawbacks for social studies curriculum and teaching. Scholars specializing in the field of social studies education provide information and practical ideas for teaching with current technology, alongside frameworks for thinking about future iterations of AI. This book fills a critical need, especially among educators, to consider the current and potential future impacts of AI while avoiding the traps of alarmism or techno-utopianism. Book Features: First-ever compilation of AI considerations and strategies in the context of social studies education.Nontechnical explanations of what AI can do (and not do) in practical educational contexts to enable educators to approach its use with careful judgment.Advice for educators to help them assess future iterations of AI technology.Critical considerations of AI across multiple contexts (e.g., ethics, equity, multilingual learners, cybersecurity).Work from leaders in technology and social studies education across Canada and the United States.
Youth Participatory Action Research in Your Classroom
Teaching and Learning for Active Citizenship
AvBeth C. Rubin,Wayne Journell
Häftad, Engelska, 2025
419 kr
Skickas inom 5-8 vardagar
Use youth participatory action research to turn your classroom into a site of meaningful, relevant civic learning.See how young people gain a sense of civic empowerment as they discuss, investigate, analyze, and speak with authority on issues that directly affect them and their communities. Through stories, examples, and the reflections of youth and adults who have participated in these projects, this book depicts the process of civic action research from start to finish. This step-by-step guide is organized around the five-stage civic action research cycle illustrated with vivid examples from 5 years of school-based projects and chock full of concrete descriptions of lessons and activities for elementary, middle, and high school classrooms. Grounded in a "critical civic ecosystems" view of civic learning, Youth Participatory Action Research in Your Classroom demonstrates how civic action research fosters belonging among youth, enhances communication between students and educators, and nurtures civic engagement throughout entire school communities.Book Features: Examines how civic action research helps young people identify strengths and challenges within their schools and communities learn tools of inquiry conduct research and create change through education, communication, and advocacy.Includes examples from classrooms, including work produced by students and teachers from different grade levels and diverse settings.Provides specific teaching ideas and activities for each step of the civic action research process.
Youth Participatory Action Research in Your Classroom
Teaching and Learning for Active Citizenship
AvBeth C. Rubin,Wayne Journell
Inbunden, Engelska, 2025
1 218 kr
Skickas inom 5-8 vardagar
Use youth participatory action research to turn your classroom into a site of meaningful, relevant civic learning.See how young people gain a sense of civic empowerment as they discuss, investigate, analyze, and speak with authority on issues that directly affect them and their communities. Through stories, examples, and the reflections of youth and adults who have participated in these projects, this book depicts the process of civic action research from start to finish. This step-by-step guide is organized around the five-stage civic action research cycle illustrated with vivid examples from 5 years of school-based projects and chock full of concrete descriptions of lessons and activities for elementary, middle, and high school classrooms. Grounded in a "critical civic ecosystems" view of civic learning, Youth Participatory Action Research in Your Classroom demonstrates how civic action research fosters belonging among youth, enhances communication between students and educators, and nurtures civic engagement throughout entire school communities.Book Features: Examines how civic action research helps young people identify strengths and challenges within their schools and communities learn tools of inquiry conduct research and create change through education, communication, and advocacy.Includes examples from classrooms, including work produced by students and teachers from different grade levels and diverse settings.Provides specific teaching ideas and activities for each step of the civic action research process.

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Research and Practice in Social Studies Series – serie

Making Classroom Discussions Work

Teaching History for Justice

Post-Pandemic Social Studies

Teaching Difficult Histories in Difficult Times

Critical Race Theory and Social Studies Futures

Toward a Stranger and More Posthuman Social Studies

Civic Engagement in Communities of Color

Developing Historical Thinkers

Developing Historical Thinkers

Teaching Villainification in Social Studies

Teaching Villainification in Social Studies

Place-Based Social Studies Education

Place-Based Social Studies Education

Teaching Democracy Now

Teaching Democracy Now

Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth

Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth

Teaching Data Literacy in Social Studies

Teaching Data Literacy in Social Studies

Theory-Story Reader for Social Studies

Theory-Story Reader for Social Studies

AI in Social Studies Education

AI in Social Studies Education

Youth Participatory Action Research in Your Classroom

Youth Participatory Action Research in Your Classroom

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