Theory and research in social education

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  Año 2026, Vol. 54, Número 1

  • Editorial

    • From the editorial team

      Anne Lise Halvorsen, Brittany Jones, Jane C. Lo, Maribel Santiago, Jeremy Stoddard, Al Wood

      págs. 1-3

      

  • Features

    • Commemorating difficult history in schools: Affective strategiesof Greek-Cypriot teachers on the 50th anniversary of the1974 war

      Michalinos Zembylas, Xanthia Aristidou

      • Resumen

      págs. 4-29

      

    • What youth want from discussions: Practice, participation, and democracy in social studies (teacher) education

      Andrew J. Schiera, Andrew O. del Calvo

      • Resumen

      págs. 30-66

      

    • Critical historical inquiry: A meta-ethnography of researcher frameworks, 2000–2022

      Gabriel A. Reich, Rory Dunn, Hillary Parkhouse

      • Resumen

      págs. 67-93

      

    • Representation matters, but so does data: A 15-year assessment of the assumed “demographic imperative” in the social studies teaching force

      Amy Allen, Thomas O. Williams, David Hicks

      • Resumen

      págs. 94-127

      

    • Child-focused civics: Seeing civic action in young children’s everyday interactions

      Katherina A. Payne, Anna Falkner, Jennifer Keys Adair, Sunmin Lee, Molly E. McManus, Shubhi Sachdeva, Kiyomi Sánchez Suzuki Colegrove

      • Resumen

      págs. 128-159

      

    • Teaching through crisis: U.S. teachers’ experiences in the aftermath of the 2020 presidential election

      Jeremy Stoddard, Nora Schaffer, Nathan Smith, Yameng Liu, Brett L. M. Levy

      • Resumen

      págs. 160-189

      

  • Book Review

    • Courageously, creatively, and collectively mapping (re)new(ed) paths forward: Mobilizing theory-stories to imagine potentials for social studies education The theory-story reader for social studies, edited by Varga, Bretton A. and Adams, Erin C., New York, Teachers College Press, 2024, 256 pp., ISBN 9780807786406

      Allyson Compton

      Es reseña de:

      • The theory-story reader for social studies, edited by Varga, Bretton A. and Adams, ErinC., New York, Teachers College Press, 2024

      págs. 190-194

      

    • Taking stock of the field: Complicated conversations in social studies curriculum The social studies curriculum: Purposes, problems, and possibilities (5th edition), by Ross, E. W. (Ed.) Statue University of New York Press, 2024, 430 pp. ISBN (hardcover) 9781438499024, ISBN (paperback) 9781438499031

      Peter M. Nelson

      Es reseña de:

      • The social studies curriculum: Purposes, problems, and possibilities (5th edition), byRoss, E. W. (Ed.) Statue University of New York Press, 2024.

      págs. 195-203

      

    • Bridging disciplines: Enhancing social studies with data literacy Teaching data literacy in social studies: Principles and practices to support historical thinking and civic engagement, by Tamara L. Shreiner, New York, Teachers College Press and National Council for the Social Studies, 2024, 256 pp., ISBN 9780807786260

      Abigail Stebbins, Amy Brass

      Es reseña de:

      • Teaching data literacy in social studies: Principles and practices to support historical thinking and civic engagement, by Tamara L. Shreiner, New York, Teachers CollegePress and National Council for the Social Studies, 2024

      págs. 204-209