Theory and research in social education

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  Año 2024, Vol. 52, Número 4

  • Features

    • How do we know what they know? A case study of classroom-based assessment with multilingual learners

      Colleen Fitzpatrick, Stephanie D. van Hover, Vonna Hemmler, Ariel Cornett

      • Resumen

      págs. 497-531

      

    • Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry

      Jenni Conrad, Jennifer Lynn Gallagher, Wendy Chan

      • Resumen

      págs. 532-574

      

    • Included, but how? A critical investigation into elementary social studies standards about religion

      Amy Allen

      • Resumen

      págs. 575-613

      

    • They created segregation with the economy: Using AI for a student-driven inquiry into redlining in the social studies classroom

      Amato Nocera, Victoria Newton, Shiyan Jiang

      • Resumen

      págs. 614-653

      

    • Black teachers in white spaces: Rupturing reproductions of Anti-Blackness in preservice social studies education

      Asif Wilson, Rachel McMillian

      • Resumen

      págs. 654-677

      

  • Book Reviews

    • Supporting multilingual middle school students’ social studies learning through inquiry and visual literacy approaches Teaching social studies to multilingual students in middle school: Connecting inquiry and visual literacy to promote progressive learning, by X. Chen and M. Newman, Lanham, MD, Rowman and Littlefield, 2021, 129 pp. ISBN 1475858426

      Matthew R. Deroo

      Es reseña de:

      • Teaching social studies to multilingual students in middle school: Connecting inquiry and visual literacy to promote progressive learning

        X. Chen, M. Newman

        Lanham : Rowman and Littlefield, 2024

      págs. 678-681

      

    • Imparting truths and yielding critical reflections in social studies classrooms Teaching enslavement in American history: Lesson plans and primary sources, byC. H. Bohan, H. R. Baker, L. J. King, and W. H. Morris, New York, Peter Lang, 2022, 251 pp., ISBN-13: 9781433157738, ISBN-13: 9781433198441

      Irenea Walker

      Es reseña de:

      • Teaching enslavement in American history: Lesson plans and primary sources

        C. H. Bohan, H. R. Baker, L. J. King, W. H. Morris

        New York : Peter Lang, 2024

      págs. 682-684

      

    • Cultivating democracy with conversation: Teaching and learning civic knowledge and skills through classroom discussion Education for liberal democracy: Using classroom discussion to build knowledge and voice, by Walter C. Parker, New York, Teachers College Press, 2023, 201 pp., ISBN 9780807768181

      James E. Schultz

      Es reseña de:

      • Education for liberal democracy: Using classroom discussion to build knowledge and voice

        Walter C. Parker

        New York : Teachers College Press, 2024

      págs. 685-688

      

  • Miscellaneous

    • Reviewer Acknowledgements

      págs. 689-697