The Wiley handbook of social studies research / edited by Meghan McGlinn Mandra and Cheryl Mason Bolick.

Format:

Book

Contributor:

Mandra, Meghan McGlinn, editor.

Bolick, Cheryl Mason, editor.

Series:

Wiley handbooks in education.

THEi Wiley ebooks.

Wiley Handbooks in Education

THEi Wiley ebooks

Language:

English

Subjects (All):

Social sciences--Research--Handbooks, manuals, etc.

Social sciences.

Physical Description:

1 online resource (851 pages) : illustrations.

Edition:

1st ed.

Place of Publication:

Chichester, [England] : Wiley Blackwell, 2017.

System Details:

Access using campus network via VPN at home (THEi Users Only).

Summary:

The Wiley Handbook of Social Studies Research is a wide-ranging resource on the current state of social studies education. This timely work not only reflects on the many recent developments in the field, but also explores emerging trends. * This is the first major reference work on social studies education and research in a decade * An in-depth look at the current state of social studies education and emerging trends * Three sections cover: foundations of social studies research, theoretical and methodological frameworks guiding social studies research, and current trends and research related to teaching and learning social studies * A state-of-the-art guide for both graduate students and established researchers * Guided by an advisory board of well-respected scholars in social studies education research

Contents:

Intro

Title Page

Table of Contents

Notes on Contributors

Foreword

Acknowledgments

Advisory Board

Reviewers

Graduate assistants

Editorial team

1 Introduction to the Wiley Handbook of Social Studies Research

1.1 Audience

1.2 Purposes

1.3 Development of the Wiley Handbook of Social Studies Research

1.4 Scope and Structure

References

Section I: Foundations of Social Studies Research

2 A Concise Historiography of the Social Studies

2.1 Changing Approaches to the History of the Social Studies

2.2 Prelude to the Social Studies, 1890-1920

2.3 The Social Studies Taking Shape, 1921-1939

2.4 New and Old Expectations: World War II and the Cold War, 1940-1969

2.5 Recent History, 1970 to the Opening of the 21st Century

2.6 Conclusion

3 The Intellectual History of the Social Studies

3.1 The Three Orientations to the Social Studies

3.2 Historical and Epistemological Overview of the Three Periods

3.3 The Traditional Orientation

3.4 The Disciplinary Orientation

3.5 The Progressive Orientation

3.6 Conclusion

4 Quantitative Research and Large‐Scale Secondary Analysis in Social Studies

4.1 The Qualitative Shift in Social Studies Research

4.2 The Renewed Potential for Quantitative Research

4.3 Components of Quantitative Research

4.4 Building on Opportunities for Large‐Scale Secondary Data Analysis

4.5 Conclusions and Recommendations

Appendix

Articles Reviewed

5 Qualitative Inquiry in Social Studies Research

5.1 What is Qualitative Inquiry?

5.2 Quality in Qualitative Research

5.3 The Ascendency of Qualitative Research in Social Studies Education

5.4 The Qualitative Turn in Social Studies Education: So What?.

5.5 Recommendations for Qualitative Social Studies Research

5.6 Conclusion

6 Practitioner Research in the Social Studies

6.1 Forms of Practitioner‐Oriented Research

6.2 Brief History and Overview of Self‐Study

6.3 Findings from Action Research and Self‐Study in the Social Studies

6.4 Practitioner Research about Social Studies Teacher Education

6.5 Practitioner Research and Social Studies Teacher Professional Development

6.6 Practitioner Research about Critical Social Studies Education

6.7 Participatory Action Research in the Social Studies

6.8 Methodological Considerations of Practitioner Research

6.9 Potential Limitations

6.10 Future Directions

7 Exemplars from the Field of Social Studies Education Research

7.1 Formulating Research Questions

7.2 Reviewing Literature

7.3 Designing Research

7.4 Collecting and Analyzing Data

7.5 Using Theory to Contextualize Findings

7.6 Conclusion

Section II: Frameworks Guiding Social Studies Research

8 Critical Theory(s)

8.1 Recognizing Critical Theory(s)

8.2 Critical Theory in Social Education since 1985

8.3 Research Illustrations

8.4 Concluding Commentary

9 A Critical Race Theory Analysis of Social Studies Research, Theory and Practice

9.1 Why Race Still Matters

9.2 Critical Race Theory as a Framework

9.3 Social Studies Theory on Race

9.4 Historical Counternarrative

9.5 The Power of Historical Counternarratives

9.6 Implications

9.7 Conclusion and Call to Action

10 Gender and Feminist Scholarship in Social Studies Research

10.1 Feminist Scholarship and Social Studies

10.2 Terminologies, Methodology and Ideologies

10.3 Dominant Ideologies in Contemporary Gender and Social Studies Education Research.

10.4 Teachers, Social Studies Teacher Education, and Preservice Teachers

10.5 Students

10.6 Curriculum and Instruction

10.7 Textbooks

10.8 Standards and Testing

10.9 Technology

10.10 Gender and Global Studies

10.11 Contemporary and Historic Female Social Studies Education Leaders

10.12 Masculinities

10.13 Conclusion

11 Sexuality and Queer Theory in the Social Studies

11.1 Key Definitions

11.2 Rationale for Sexuality in the Social Studies

11.3 Sexuality in the Social Studies-Trends Over Time

11.4 Queer Theory-New Possibilities for Social Studies Research and Practice

11.5 Concluding Thoughts-Future Research

12 Social Constructivism and Student Learning in Social Studies

12.1 Contested Concepts

12.2 Social Studies, Student Learning &amp

Social Constructivist Principles

12.3 Brophy, Alleman, Nuthall &amp

Social Constructivism

12.4 Social Constructivism as a Framework for Research

13 Democratic Citizenship Education

13.1 Landscapes in the Research on Democratic Citizenship Education

13.2 Civic Communities of Practice: A Conceptual Framework for Investigating Dilemmas in Democratic Citizenship Education

13.3 Research in Democratic Citizenship Education

13.4 Discussion

13.5 Directions for Future Research

Section III: Teaching and Learning Social Studies

14 Teaching and Learning about Controversial Issues and Topics in the Social Studies

14.1 Definition of Controversial issues

14.2 Contextual Factors that Influence the Teaching of Controversial Topics

14.3 Approaches to Teaching Controversial Issues

14.4 Recommendations for Future Research

15 Disciplined Inquiry in Social Studies Classrooms.

15.1 Historical Foundations of Inquiry in the Social Studies

15.2 The Cognitive Revolution: Impact on Contemporary Conceptions of Inquiry and Expertise

15.3 Conceptualizing Disciplined Inquiry in Contemporary Social Studies

15.4 Research on Disciplined Inquiry in K-12 Social Studies Classrooms

15.5 Recommendations for Future Research

16 Becoming an "Expert" Social Studies Teacher

16.1 The New Landscape of Educational Policy

16.2 Shulman's Legacy and Shulman's Heirs

16.3 Novice‐Expert Research in Social Studies and its Implications for Teacher Education

16.4 Professional Development in Social Studies

16.5 Looking Beyond the Traditional Boundaries of Teacher Education Literature

16.6 Conclusion: The Policy Context for Teacher Education in Social Studies

17 Children's Learning and Understanding in their Social World

17.1 The Purpose(s) of Elementary Social Studies Education

17.2 Research in Children's Thinking in the Social Studies Disciplines

17.3 Research on Children's Thinking about their Social World

17.4 Curricular Approaches in Children's Learning

17.5 Looking to the Future: New Research Areas

17.6 Final Thoughts

18 Leveraging Literacy

18.1 The Evolution of Literacy in the Social Studies

18.2 Movement towards Sociocultural Aspects of Instruction

18.3 Call for Discipline‐Specific Literacy

18.4 Critical Literacy

18.5 Disciplinary Literacy

18.6 Developmental Progression for Disciplinary Literacy

18.7 Visual Literacy as a Disciplinary Specific Construct

18.8 Conclusion

19 Emergent Bilinguals in the Social Studies

19.1 Methods

19.2 Key Terms and Context in Social Studies and Second Language Learning

19.3 Emergent Bilinguals in Social Studies Classrooms

19.4 Classroom Instructional Practices.

19.5 Teaching Emergent Bilinguals in the Social Studies

19.6 Conclusion

20 The Problem of Knowing What Students Know

20.1 Classroom‐Based Assessment

20.2 Large‐Scale Assessment

20.3 The Thorny Problem of Face Validity

20.4 Moving Forward?

20.5 Conclusion

21 Media and Social Studies Education

21.1 Theoretical and Analytical Traditions for Studying Media in Social Studies

21.2 The Role of Media in Social Studies Teaching and Learning

21.3 Directions for Future Research

22 The Diffusion of Technology into the Social Studies

22.1 Methodology

22.2 Description of the Field

22.3 Different Paradigms, Different Representations

22.4 Diffusion Theory

22.5 Research Critique

22.6 New Model for Technology Integration

22.7 Summary

23 Global Education

23.1 Many "Global Educations"

23.2 Particularist versus Universalist Conceptualizations of Global Education

23.3 Soft versus Critical Global Education

23.4 Common Themes in Global Education

23.5 Fundamental Questions in Constructing Global Education

23.6 The Historical Roots of Global Education

23.7 How Global is Global Education?

23.8 Streams within Global Education

23.9 Global Education and the Curriculum

23.10 Obstacles and Opposition to Global Education

23.11 Global Education and Teacher Education

23.12 Empirical Studies of Global Education

23.13 Directions for Future Research

24 Social Studies Scholarship Past, Present, and Future

24.1 Past: Comparing across Time

24.2 Present: Themes within and across Chapters

24.3 Future: Needed Scholarship

Index

End User License Agreement.

Notes:

Includes bibliographical references and index.

Description based on online resource; title from PDF title page (ebrary, viewed April 3, 2017).

ISBN:

9781118769041

111876904X

9781118768839

1118768833

9781118768747

1118768744

OCLC:

976406845