The Wiley Handbook of Social Studies Research E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: Wiley Handbooks in Education
• Sprache: Englisch

Seitenzahl: 1684

Veröffentlichungsjahr: 2017

Beschreibung

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

Leseprobe

Table of Contents

Cover

Title Page

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

Acknowledgments

References

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

References

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

Acknowledgments

Appendix

Articles Reviewed

References

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

References

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

References

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

References

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

References

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

References

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

Acknowledgments

References

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

References

12 Social Constructivism and Student Learning in Social Studies

12.1 Contested Concepts

12.2 Social Studies, Student Learning & Social Constructivist Principles

12.3 Brophy, Alleman, Nuthall & Social Constructivism

12.4 Social Constructivism as a Framework for Research

References

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

References

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

Acknowledgments

References

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

References

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

References

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

References

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

References

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

References

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

References

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

References

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

References

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

Acknowledgments

References

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

References

Index

End User License Agreement

List of Tables

Chapter 05

Table 5.1 Sample definitions of qualitative research

Table 5.2 Categories of qualitative research with examples in

TRSE

, 1991–2014

Table 5.3 Qualitative methodologies/methods in

TRSE

, 1991–2014

Chapter 06

Table 6.1 Summary: Practical action research compared with critical action research (originally published in Manfra, 2009a)

Chapter 10

Table 10.1 Percentage of public school teachers of Grades 9–12, by field of main teaching assignment and selected demographic and educational characteristics: 2011–2012 (from NCES, 2013)

Chapter 13

Table 13.1 A framework for generating research questions and appropriate methods of assessing civic engagement (from Torney‐Purta, Amadeo, & Andolina, 2010)

Chapter 22

Table 22.1 Comparison of the original and updated principles (Hicks et al., 2014)

Table 22.2 Paradigms of teaching and learning

List of Illustrations

Chapter 05

Figure 5.1 Number of non‐qualitative and qualitative studies in

TRSE,

1991–2014.

Chapter 22

Figure 22.1 Model for technology integration.

Guide

Cover

Table of Contents

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The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline—from reform and foundations to K–12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda—mentoring, technology, adult and continuing education, college access, race and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, researchers for years to come.

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3 The Wiley Handbook of Home Education   Edited by Milton Gaither

4 The Wiley Handbook of Diversity in Special Education   Edited by Marie Tejero Hughes and Elizabeth Talbott

5 The Wiley Handbook of Social Studies Research   Edited by Meghan McGlinn Manfra and Cheryl Mason Bolick

The Wiley Handbook of Social Studies Research

Edited by

Meghan McGlinn Manfra andCheryl Mason Bolick

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Notes on Contributors

Patricia G. Avery is a Professor of Social Studies Education in the Department of Curriculum & Instruction at the University of Minnesota Twin Cities. Her research focuses on citizenship education and political socialization. Her most recent publications address civic deliberation in online and classroom contexts. These publications have appeared in Journal of Public Deliberation, PS: Political Science & Politics, and The Social Studies.

Keith C. Barton is Associate Dean for Teacher Education and Professor of Curriculum and Instruction at Indiana University. His research focuses on students’ understanding of history and human rights; the history of the social studies curriculum; and classroom contexts of teaching and learning. He has conducted research on the teaching and learning of history in the United States, Northern Ireland, New Zealand, and Singapore. He is coauthor, with Linda S. Levstik, of Doing History: Investigating with Children in Elementary and Middle Schools; Teaching History for the Common Good; and Researching History Education: Theory, Method, and Context; and is editor of Research Methods in Social Studies Education: Contemporary Issues and Perspectives.

Ilene R. Berson is a Professor of Early Childhood at the University of South Florida and coordinates the Early Childhood Doctoral program in the Department of Teaching and Learning. She leads international studies on integrating social justice and child advocacy into early childhood teacher preparation, and conducts participatory research to explore young children’s civic engagement through multiple literacies. She studies the intersection of technology and the pedagogy of inquiry in the early years with a focus on children’s affordances of digital innovations. Her most recent publications have appeared in the Journal of Research on Technology in Education, Social Education, the Journal of Social Studies Research, and Social Studies and the Young Learner. She has been the principal investigator on numerous grants, collaborating with national and international organizations such as the Spencer Foundation and the Library of Congress to develop innovative solutions that promote young children’s well‐being and educational outcomes.

Michael J. Berson is a Professor of Social Science Education in the Department of Teaching and Learning at the University of South Florida and a Senior Fellow in The Florida Joint Center for Citizenship. His areas of inquiry include promotion of critical visual literacy with primary sources in the elementary grades, visual research methods in education, digital citizenship, and pedagogy of the Holocaust. His research on child advocacy and technology in social studies education has achieved global recognition. His most recent publications have appeared in Contemporary Issues in Technology and Teacher Education, Social Education, the Journal of Social Studies Research, and Social Studies and the Young Learner. He has been the principal investigator, coprincipal investigator, or primary partner on grants from numerous funders, including the United States Department of Education, the Library of Congress, Florida Department of Education, the Spencer Foundation, and the United States Holocaust Memorial Museum.

Brooke Blevins is an Assistant Professor of Social Studies Education at Baylor University. She teaches both undergraduate and graduate courses in secondary education, social studies education, and multicultural education. Her research interests include citizenship education in the digital age, action civics, critical historical thinking, and preservice teacher education. Dr. Blevins is a member of the Social Studies Inquiry Research Collaborative (SSIRC), which examines the impact of authentic intellectual work in social studies classrooms. Her work has been published in journals such as Theory & Research in Social Education, Social Studies Research and Practice, The Social Studies, Multicultural Perspectives, and the International Journal of Social Studies Research. Dr. Blevins is a former secondary teacher and has a passion for equipping practicing teachers with the resources needed to engage in humanizing social studies education.

Chara Haeussler Bohan is a Professor in the Department of Middle and Secondary Education in the College of Education & Human Development at Georgia State University. Her research interests include educational history, social studies education with a focus on gender and race, educational biography, and curriculum and instruction. She has published more than 70 publications, in leading journals such as Action in Teacher Education, Educational Foundations, Journal of Excellence in College Teaching, Social Education, Social Studies Research and Practice, Theory & Research in Social Education, and Vitae Scholasticae. She has authored a book entitled, Go to the Sources: Lucy Maynard Salmon and the Teaching of History (Peter Lang, 2004), and coedited several books, including Histories of Social Studies and Race (Palgrave, 2012). She currently serves as the codirector with Dr. Robert Baker of a National Endowment for the Humanities (NEH) grant “Courting Liberty: Slavery & Equality Under the Constitution.”

Cheryl Mason Bolick is an Associate Professor in the School of Education at the University of North Carolina at Chapel Hill. Her scholarly interests include the areas of social studies teacher education, and integration of technology in social studies and in social studies teacher education. She has a special focus on using digital history resources to support students’ historical thinking.

Antonio J. Castro is an Associate Professor in the Department of Learning, Teaching, and Curriculum at the University of Missouri. His research interests include the recruitment, preparation, and retention of teachers for culturally diverse contexts and urban schools, as well as multicultural citizenship and democratic education.

Catherine Cornbleth is Professor Emerita, and was Professor of Education in the Graduate School of Education at the State University of New York’s University at Buffalo, for 25 years. She has more than 30 years of work in the areas of critical theory and practice including the practice of research, policymaking, curriculum, and teaching. Her publications have appeared in anthologies, translations, and a range of journals including Educational Researcher, American Educational Research Journal, Journal of Curriculum Studies, Teachers College Record, and Anthropology and Education Quarterly. She has published eight books, most recently Understanding Teacher Education in Contentious Times: Political Cross‐Currents and Conflicting Interests (Routledge, 2014).

Margaret Smith Crocco is Professor and Chairperson of the Department of Teacher Education at Michigan State University. She was also Dean of the College of Education at the University of Iowa, and Chairperson of the Department of Arts and Humanities at Teachers College, Columbia University. Her scholarly focus has been on diversity issues in social studies, women’s history, technology use in teaching, and the history of education. She has published widely in these areas, including eight books and scores of articles. She has also done significant curriculum development work tied to documentary films, including, most prominently, Teaching the Levees, keyed to Spike Lee’s When the Levees Broke about Hurricane Katrina. She received her AB degree from Georgetown University and her MA and PhD degrees from the University of Pennsylvania.

Alexander Cuenca is an Assistant Professor of Social Studies Education at Saint Louis University. His research focuses on social studies teacher education, teacher education policy, and the pedagogy of teacher education. He has edited two books: Rethinking Social Studies Teacher Education for the Twenty‐First Century (coedited with Alicia Crowe, Springer, 2015) and Supervising Student Teachers: Issues, Perspectives and Future Directions (Sense Publishers, 2012). His most recent publications have appeared in Social Education, Action in Teacher Education, and Studying Teacher Education.

Danielle V. Dennis is an Associate Professor of Literacy Studies in the Department of Teaching and Learning at the University of South Florida. Her research focuses on literacy assessment, policy, and teacher education, particularly in global contexts. Her most recent publications address the influence of urban teacher residency programs on teacher preparation, the role of planning in building preservice and in‐service teachers’ understandings of literacy development, and the use of video as a scaffold for supporting preservice teachers’ navigation of literacy teaching and learning. These publications have appeared in Kappan, Action in Teacher Education, and The Teacher Educator.

Todd Dinkelman is Associate Professor of Social Studies Education in the Department of Educational Theory and Practice at the University of Georgia. His scholarly interests center on social studies teacher education, especially its ground‐level enactment as revealed by self‐study and qualitative methods. His work reflects his interest in understanding and developing teacher education practices that promote critical, reform‐oriented visions of social studies teaching and learning. His research has appeared in journals such as Theory & Research in Social Education, The Journal of Teacher Education, Teaching and Teacher Education, and Studying Teacher Education.

Thomas Fallace is Associate Professor of Education in the Department of Secondary and Middle School Education at William Paterson University. His research interests include social studies education, curriculum history, and the history of ideas. He has published three books and numerous feature articles for journals such as Educational Researcher, American Education Research Journal, Review of Educational Research, and Teachers College Record.

Paul G. Fitchett is an Associate Professor in the Department of Middle, Secondary, and K–12 Education at the University of North Carolina at Charlotte. His research interests include social studies education, teacher working conditions, education policy, and secondary dataset analysis. His most current research examines the various intersections among education policy, teacher working conditions, and students’ opportunity to learn. These publications have appeared in Teachers College Record, Education Policy, Education Policy Analysis Archives, The High School Journal and The History Teacher.

Brian Gibbs taught social studies in East Los Angeles, California, for 16 years. He is an Assistant Professor of Education at the University of North Carolina at Chapel Hill. His research interests include critical, democratic and justice‐oriented teaching practices and the impact of teacher choice and decision‐making in the implementation of pedagogy and curriculum within the context of policy‐driven standardization.

S. G. Grant is a Professor of Social Studies Education in the Graduate School of Education at Binghamton University, NY. His research interests lie at the intersection of state curriculum and assessment policies and teachers’ classroom practices, with a particular emphasis on social studies. Grant served as senior consultant and writer on the College, Career, and Civic Life (C3) Framework for State Social Studies Standards and as the project manager for the New York Social Studies Resource Toolkit project. In addition to publishing five books, his publications have appeared in Theory & Research in Social Education, Social Education, Teachers College Record, and the American Educational Research Journal.

David L. Grossman is a Senior Adjunct Fellow in the Education Program of the East–West Center in Honolulu, and an internationally known scholar of and advocate for global, international, and intercultural education. Previously he served as Dean of the Education Division of Chaminade University of Honolulu, and Dean of the Faculty of Languages, Arts, and Sciences at the Hong Kong Institute of Education (HKIEd). Prior to moving to Hong Kong, he was director of the Stanford Program on International and Cross‐Cultural Education (SPICE) at Stanford University, and Director of the Center for Teaching Asia and the Pacific in the Schools (CTAPS) at the East–West Center. While at HKIEd, Dr. Grossman cofounded a Centre for Citizenship Education that created a regional network for dialogue and research on citizenship education throughout the Asia‐Pacific region. Through the Centre he facilitated research on citizenship education that resulted in a series of publications that he coedited with Centre colleagues: Citizenship Education in Asia and the Pacific: Concepts and Issues, Citizenship Curriculum in Asia and the Pacific, and Citizenship Pedagogies in Asia and the Pacific. Recently he also coedited Social Education in Asia with Joe Tin‐Yau Lo, and Creating Socially Responsible Citizens: Cases from the Asia‐Pacific Region with John J. Cogan. He has also published in the areas of teacher education, global education, intercultural education, and action research. Dr. Grossman has received the Distinguished Global Scholar Award, from the International Assembly of the National Council for the Social Studies, and the Arthur King, Jr. Curriculum Innovation Award, for outstanding contribution to curriculum research and development in the Asia and Pacific region, from the Pacific Circle Consortium.

Carole L. Hahn is the Charles Howard Candler Professor of Educational Studies at Emory University in Atlanta, GA. Author of books, chapters and articles on comparative civic education, global education, and gender and social studies, she was the U.S. national research coordinator for the IEA Civic Education Study and past president of the National Council for the Social Studies (NCSS). She is a recipient of the NCSS’ Jean Dresden Grambs Career Research Award and the Distinguished Global Scholar Award of the International Assembly of NCSS. Her publications have appeared in Theory & Research in Social Education, Citizenship Teaching and Learning, Research in Comparative and International Education, Comparative Education Review, Social Education, and the Oxford Review of Education, as well as in handbooks by SAGE, Wochenschau, Erlbaum, and Macmillan.

Anne‐Lise Halvorsen is an Associate Professor in the Department of Teacher Education at Michigan State University. Her research and teaching interests are elementary social studies education, project‐based learning, the history of education, the integration of social studies and literacy, and teacher preparation in the social studies. Her publications have appeared in the Journal of Curriculum Studies, Teachers College Record, and Theory & Research in Social Education. She is the author of A History of Elementary Social Studies: Romance and Reality (Peter Lang, 2013) and the coauthor of Powerful Social Studies for Elementary Students (Cengage, 2012). She is a former kindergarten teacher and a former curriculum writer for the State of Michigan.

Tina L. Heafner is a Professor in the Department of Middle, Secondary, and K–12 Education at the University of North Carolina at Charlotte. Her administrative responsibilities include directing the College of Education Prospect for Success, the MEd in Secondary Education and the Minor in Secondary Education. Tina’s research interests explore effective practices in social studies education such as professional development schools, technology integration, content literacy development, and service learning. Other research interests include policy and curriculum issues in social studies and content‐based online teaching and learning. Publications include seven coauthored books and four edited books. She has published numerous articles in peer‐reviewed journals such as Teachers College Record, Educational Researcher, Educational Policy, Peabody Journal of Education: Issues of Leadership, Policy, and Organizations, Kappa Delta Phi, Theory & Research in Social Education, Journal of Technology and Teacher Education, Teacher Education and Practice, The High School Journal, and Journal of Digital Learning in Teacher Education.

Diana Hess is the Karen A. Falk Distinguished Professor of Education and Dean of the School of Education at the University of Wisconsin‐Madison. Previously, she was the Senior Vice‐President of the Spencer Foundation. Since 1997, she has been researching how teachers engage their students in discussions of highly controversial political and constitutional issues, and what impact this approach to civic education has on what young people learn. Her first book on this topic, Controversy in the Classroom: The Democratic Power of Discussion won the National Council for the Social Studies Exemplary Research Award in 2009. She is the coauthor, with Paula McAvoy, of the book, The Political Classroom: Evidence and Ethics in Democratic Education which won the 2016 Outstanding Book Award for the American Educational Research Association.

David Hicks is an Associate Professor of Education specializing in History and Social Science Education. His research interests include examining the nature and purpose of the teaching of history in a standards‐based setting; the integration of multimedia and digital technologies to support the teaching and learning of history and social science; citizenship education; and disability studies and parental advocacy.

Li‐Ching Ho is an Assistant Professor of Social Studies Education in the Department of Curriculum and Instruction, University of Wisconsin‐Madison. Her research interests center on global democratic citizenship education and environmental citizenship education. She has published articles in the Journal of Curriculum Studies, Teachers College Record, Theory & Research in Social Education, and Teaching and Teacher Education.

Tyrone C. Howard is Professor and Associate Dean in the Graduate School of Education & Information Studies at UCLA. His research interests include the study of race, culture, and the social context of education. His most recent works have examined the influence of culturally responsive teaching on educational research, theory and practice. His recent work has also examined the educational experiences of Black males in U.S. schools. His works have appeared in the Journal of Negro Education, Urban Education, Theory & Research in Social Education, and Teachers College Record.

Ryan T. Knowles is an Assistant Professor at Utah State University in the School of Teacher Education and Leadership with an emphasis on social studies education and cultural studies education. His research centers on connections between education and democracy, as well as quantitative research methods.

Ellen Livingston earned her EdD in social studies education at Teachers College, Columbia University, and an AB in history at Princeton University. She has contributed to numerous curriculum projects, including Teaching the Levees (keyed to Spike Lee’s documentary about Hurricane Katrina, When the Levees Broke), Let Freedom Swing: Conversations on Jazz and Democracy, Pursuing Your Passion: Lessons from the YoungArts MasterClass, Rock and Roll: An American Story (www.teachrock.org), Mapping the African American Past (maap.columbia.edu), and a study guide for the award‐winning documentary, Pray the Devil Back to Hell. Her scholarly research focuses on the use of documentary film in social studies classrooms and the development of effective professional development materials to promote media literacy. A former staff writer for The Miami Herald and Senior Editor of The Reader’s Catalog, she is an experienced educator, journalist and editor whose written work has appeared in a wide variety of publications.

Meghan McGlinn Manfra is an Associate Professor of Social Studies Education in the College of Education at North Carolina State University. Her research focuses on integrating action research into teacher professional development and the integration of digital history materials into secondary social studies education. She is a former high school history teacher. She is also the past chair of the National Council for the Social Studies’ College and University Faculty Assembly and the American Educational Research Association’s Social Studies Research Special Interest Group. She is the editor of the Contemporary Issues in Technology and Social Studies Teacher Education journal and coeditor of the technology section of Social Education.

Alan S. Marcus is an Associate Professor in the Department of Curriculum & Instruction at the University of Connecticut and is a University of Connecticut Teaching Fellow. His scholarship focuses on social studies education, specializing in teaching with film and museums. Alan collaborates with museum educators across the United States and internationally, is a Faculty Fellow at the United States Holocaust Memorial Museum, runs a study abroad program in England for preservice teachers, and collaborates on research with faculty at the University of Nottingham in the UK. Alan earned his PhD from Stanford University. He previously taught high school social studies for seven years. He is a coauthor of Teaching History with Museums: Strategies for K–12 Social Studies (Routledge, 2012) and Teaching History with Film: Strategies for Secondary Social Studies (Routledge, 2010). Most recently Alan was a lead writer for the new State of Connecticut Social Studies Frameworks.

J. B. Mayo, Jr. is an Associate Professor of Social Studies Education in the Department of Curriculum & Instruction at the University of Minnesota. His research interests include the inclusion of LGBT and queer histories in standard social studies curriculum, students’ identity formation in GSAs, the intersections of racialized identities and sexual orientation, teacher education as an inclusive space for queer identities, and the lived experiences of queer teachers. His most recent publications address teaching about marriage equality, the lives of Two Spirit indigenous people, the role GSAs play in the social studies and in teacher education more broadly, and teacher preparation for urban contexts. These publications have appeared in Educational Researcher, Theory & Research in Social Education, The Journal of Social Studies Research, Multicultural Perspectives, and The Social Studies.

Paula McAvoy is a philosopher of education and program director for the Center for Ethics and Education at the University of Wisconsin‐Madison. Her research interests include: democratic education, cultural and religious accommodations, and the ethics of teaching about politics. She is the coauthor, with Diana Hess, of the book, The Political Classroom: Evidence and Ethics in Democratic Education (Routledge Press), which won the 2016 Outstanding Book Award for the American Educational Research Association.

Oscar Navarro is an Assistant Professor in the School of Education at Cal Poly State University, San Luis Obispo. His research interests include social justice teaching, culturally and linguistically diverse students, and secondary education which is informed by his experience as a high school history teacher in South Central Los Angeles. Current research examines the ways that social justice educators in urban secondary schools are sustaining and enhancing their practice through a teacher‐led critical inquiry group. His publications have appeared in Urban Education and Teacher and Teacher Education. Oscar is also a member of the People’s Education Movement, Los Angeles and UCLA’s Black Male Institute.

Rebecca Lovering Powell is an instructor at Florida Southern College and a doctoral candidate in Literacy Studies at the University of South Florida. Her research focuses on beliefs and practices of teachers integrating language arts and social studies, literacy teacher education, children’s literature, and reading and writing development. Her most recent publications address ethnocentricity in children’s literature and social justice through literacy lessons. These publications appear in The Early Reader in Children's Literature and Culture: Theorizing Books for Beginning Readers and Social Justice, the Common Core, and Closing the Instructional Gap: Empowering Diverse Learners and Their Teachers.

Noreen Naseem Rodríguez is a doctoral candidate in the program area of Social Studies Education in the Department of Curriculum and Instruction at the University of Texas at Austin. She is a former bilingual elementary educator whose research interests include elementary social studies, teacher education, bilingual education, preservice and in‐service teachers of color, immigration, and critical race theory. Her recent publications address the teaching of Latina/o and Asian American history through critical race frameworks in elementary and teacher education settings and have appeared in The Urban Review, the Bilingual Research Journal, and Social Studies and the Young Learner.

Cinthia S. Salinas is a Professor in the Social Studies program area, and is an affiliate faculty member in the Bilingual/Bicultural and Cultural Studies in Education program areas in the Department of Curriculum and Instruction at the University of Texas at Austin. Her focus in the social studies includes more critical understandings of historical inquiry in elementary bilingual and secondary education late arrival immigrant ESL classroom settings as well as broader understandings of citizenship. Her work also examines the social studies teachers’ enactment of curriculum and instruction in an era of high‐stakes testing. She was a contributing member of the Social Studies Inquiry Research Collaborative (SSIRC). Cinthia has published in journals such as Theory & Research Social Education, Social Studies, the Bilingual Research Journal, the High School Journal and Multicultural Perspectives, and has a coedited volume, Scholars in the Field: The Challenges of Migrant Education, that addresses the needs of migrant children and their families.

John W. Saye is Mildred Cheshire Fraley Distinguished Professor of Secondary Social Science Education at Auburn University and is Director of the Persistent Issues in History Network (pihnet.org). His research interests include authentic pedagogy, problem‐based inquiry, teacher thinking, and collaborative communities of practice. His recent publications address authentic pedagogy, problem‐based inquiry in history and civics/government, and the use of lesson study in collaborative communities of practice. These publications have appeared in Theory & Research in Social Education, the Journal of Social Studies Research, Contemporary Issues in Technology and Social Studies Teacher Education, the International Journal of Problem‐based Learning, and Social Studies Today: Research and Practice.

James P. Shaver, Professor of Education and Dean of the Graduate School Emeritus, Utah State University, was editor of the Handbook of Research on Social Studies Teaching and Learning (1991), and he argued for and was the first editor of the Research Supplement in Social Education. He has been president of the National Council for the Social Studies and has received NCSS citations for Exemplary Research in Social Studies and for Contributions to Social Studies Research as an Editor. He has served in editorial positions on, and published numerous articles in, a variety of journals. His books—including Teaching Public Issues in the High School, with Donald W. Oliver; Democracy, Pluralism, and the Social Studies, with Harold Berlak; and Facing Value Decisions: Rationale‐building for Teachers, with William Strong—reflect his early curricular interests. Questions of epistemology, research design, and the external validity of social studies research have been his more recent interests.

Jeremy D. Stoddard is an Associate Professor in the School of Education and an associated faculty member in the Film and Media Studies Program at the College of William & Mary. His work is grounded in authentic pedagogy and assessment in democratic education, and in particular focuses on the role of media in teaching and learning history, politics, and citizenship. His research has appeared in journals such as Teachers College Record, The History Teacher, Theory & Research in Social Education, and Curriculum Inquiry. He is also coauthor of two books: Teaching History with Film and Teaching History with Museums (Routledge). His current project is a design‐based research project that utilizes a computer‐ supported collaborative simulation to engage students in developing a better understanding of political media messages, the role of media in politics, and how to engage in civic action using new media.

Stephen J. Thornton is a Professor in the Department of Teaching and Learning at the University of South Florida. His research interests include the social studies teacher as curricular‐instructional gatekeeper, the history of curriculum change and stability, English learners in social studies, and geographic perspectives on American history. His books include Teaching Social Studies That Matters: Curriculum for Active Learning (2005), which was chosen by the American Library Association for the Choice List of Outstanding Academic Titles; with David J. Flinders, The Curriculum Studies Reader (4th ed., 2013); and, with Barbara C. Cruz, Teaching Social Studies to English Language Learners (2nd ed., 2013) and Gateway to Social Studies (2013). He was program chair for Division B (Curriculum Studies) of the American Educational Research Association and consultant to the state of Georgia’s curriculum revision to infuse geographic perspectives into world history programs in 2008, and coauthor of the National Curriculum Standards for Social Studies (2nd ed., 2010).

Stephanie van Hover is an Associate Professor of Social Studies Education at the Curry School of Education at the University of Virginia. Her research interests include the teaching and learning of history in standards‐based settings.

Foreword

The first reference book developed specifically for researchers in the field of social studies education, the Handbook of Research on Social Studies Teaching and Learning, was published in 1991, initiating a short sequence of such volumes. Seventeen years later, in 2008, Levstik and Tyson’s Handbook of Research in Social Studies Education provided an important update of the status of the field and the research challenges that lay ahead. Now, in mid‐2016 at this writing, Manfra and Bolick’s Wiley Handbook of Social Studies Research nears publication.

This handbook, like its two predecessors, will be an important resource for a spectrum of users. The book’s three sections encompass a wide variety of topics, grouped within the categories of (a) foundations for social studies research, (b) frameworks for guiding such research, and (c) research on social studies teaching and learning. The second section, on foundations, has two chapters that are significant departures from the content of the first handbook.

After rather heated, indecisive discussion by the first handbook’s advisory committee, I decided as editor that, rather than including a chapter on gender issues, all authors would be asked to be attentive to gender issues relevant to their topics. Unfortunately, the hoped‐for permeation of the text did not occur: Brief sections in two chapters—on “culturally diverse students” and “teaching and learning economics”—are the only gender citations in the handbook’s subject index. In contrast, the current handbook has chapters on “gender and feminist scholarship” and “sexuality and queer theory” that reflect the growing societal awareness of the effects of gender and sexual discrimination. As I write today, two news topics indicate the growing relevance of the two chapters: discriminatory government actions to restrict restroom use by transsexual individuals and, in a different arena, the possibility that this year the United States will finally join other nations in electing a woman to the presidency.

Seasoned social studies researchers will quickly identify which of the 23 topical chapters in the 2016 handbook are of interest to them. Most will also find Chapter 24, “Social Studies Scholarship Past, Present, and Future,” Carole Hahn’s concluding commentary on the current state of social studies scholarship as reflected in the three social studies research handbooks, to be informative. Neophyte researchers, including many graduate students, less familiar with the field and searching for viable research ideas and compatible methodology, may want to turn first to that resource—not only for the overview of the field, but for the explicit and implied suggestions of potentially productive research areas, strategies, and methods. Hopefully, each reader will find the handbook to be helpful in the formulation of fruitful research questions and the design of productive studies.

James P. ShaverMontana City, Montana

Acknowledgments

The Wiley Handbook of Social Studies Research was developed with the diligent support and work of many people, including members of the advisory board, chapter authors, reviewers, graduate assistants, and the editorial team at Wiley. We have been humbled by the generosity of so many, who have spent considerable time and energy providing their support and insight. A special thank you is reserved for the authors who tirelessly worked on their chapter manuscripts, ever attentive to the weight of this project and the need to “get it right.”

Advisory Board

Members of the advisory board provided essential guidance during the early stages of this project and continued to support our work as we ushered the handbook through its many iterations. The Wiley Handbook of Social Studies Research Advisory Board Members included (listed alphabetically):

Patricia Avery, University of Minnesota

Margaret Smith Crocco, Michigan State University

J. B. Mayo, University of Minnesota

Walter Parker, University of Washington

Cinthia Salinas, University of Texas

James Shaver, Utah State University

Stephen Thornton, University of South Florida

Reviewers

Peer review was an essential component of this project. Again, we were deeply appreciative of the thoughtful and thorough reviews we received. The response we received illustrated the wealth of expertise in our field. Reviewers included:

Patricia Avery, University of Minnesota

Keith Barton, University of Indiana

Michael Berson, University of South Florida

Tom Brush, University of Indiana

Steven Camicia, Utah State University

Ken Carano, Western Oregon University

Hillary Conklin, DePaul University

Margaret Smith Crocco, Michigan State University

Rich Diem, University of Texas at San Antonio

Paulette Dillworth, Auburn University

Ron Evans, San Diego State

Sherry Field, University of Texas at Austin

Joe Feinberg, Georgia State University

Jillian Carter Ford, Kenesaw State University

Bill Gaudelli–Teachers College

Jill Gradwell: SUNY Buffalo State

Patrice Grimes, University of Virginia

Carole Hahn, Emory University

Thomas Hammond, Lehigh University

Todd Hawley, Kent State University

Tina Heafner, University of North Carolina at Charlotte

David Hicks, Virginia Tech University

Elizabeth Hinde, Metropolitan State University of Denver

Benjamin Jacobs, New York University

Wayne Journell, University of North Carolina at Greensboro

Bruce King, University of Wisconsin at Madison

Toni Fuss Kirkwood‐Tucker, Florida State University

Ryan Knowles, Utah State University

Linda Levstik, University of Kentucky

Daisy Martin, Stanford Center for Assessment, Learning, and Equity

Christopher Martell, Boston University

JB Mayo, University of Minnesota

Brad Maguth, The University of Akron

Theresa McCormick, Auburn University

Kevin Meuwissen, University of Rochester

Scott Metzger, The Pennsylvania State University

Geoff Mills, Southern Oregon University

Jason Obrien, University of Alabama in Huntsville

Judith L. Pace, University of San Francisco

Walter Parker, University of Washington

Summer Pennell, University of North Carolina

Gabriel Reich, Virginia Commonwealth University

Judith Pace, San Francisco State

Charlotte Roberts, North Carolina State University

E. Wayne Ross, University of British Columbia

Cinthia Salinas, University of Texas

John Saye, Auburn University

Sandra Schmidt, Teachers College, Columbia University

Avner Segall, Michigan State University

Stephanie Serriere, Indiana University

Beth Sondel, North Carolina State University

William (Bill) Stanley, University of Colorado at Boulder

Jeremy Stoddard, The College of William and Mary

Christoph Stutts, University of North Carolina at Chapel Hill

Stephen Thornton, University of Central Florida

Judith Torney‐Purta, University of Maryland

Cheryl Torrez, University of New Mexico

James Trier, University of North Carolina at Chapel Hill

Philip VanFossen, Purdue University

Stephanie Van Hover, University of Virginia

Scott Waring, University of Central Florida

Christine Woyshner, Temple University

Graduate assistants

As editors we were assisted by talented graduate assistants. Charlotte Roberts at North Carolina State University and Christoph Stutts at the University of North Carolina Chapel Hill reviewed chapter drafts, collated databases, and assistant with copyediting. We hope this experience will also positively shape their work as future social studies researchers and teacher educators.

Editorial team

Finally, we would like to thank Jayne Fargnoli at Wiley Press for her early support of this endeavor and all of the editors and staff at Wiley that brought this handbook to fruition.

1Introduction to the Wiley Handbook of Social Studies Research

Meghan McGlinn Manfra and Cheryl Mason Bolick

For over 25 years, Shaver’s (1991) Handbook of Research on Social Studies Teaching and Learning has been a foundational text in the field of social studies education. It was published by the National Council for the Social Studies (NCSS) “to provide a comprehensive view and analysis of research in the field” (p. ix). The literal and figurative weight of that text, with its thick brown, hard back cover and gold letters, has been a perennial presence in the field since it was published.

Levstik and Tyson’s (2008) Handbook of Research in Social Studies Education expanded on the previous handbook by including chapters about topics with considerable “research activity,” “a major emphasis in the NCSS standards,” or “an emerging or reemerging field within the social studies” (p. xix). They documented a vital and diverse field, while also illustrating the complexity of the field and the challenges faced.

We envisioned the present Wiley Handbook of Social Studies Research (2017) as building on and extending previous work by providing a comprehensive, contemporary discussion of issues facing our field. The task of picking up where previous handbooks left off seemed enormous. We understood the footsteps we were following and the high expectations for our work. Each of the authors we worked with took seriously the aim of this text—to clearly and concisely document the current state of the art in social studies research, while also charting a path forward for future research in the field.

1.1 Audience

This handbook has been developed for readers as a research reference text. It includes detailed chapters focused on the history of the field, research methodologies, theoretical frameworks, and current and emerging trends in social studies educational research. It is an authoritative reference guide for both novice and established researchers. The primary intended audience includes social studies researchers, teacher educators, and graduate students. This text will also be helpful to preservice and in‐service teachers, educational leaders, curriculum specialists, and policy makers interested in improving social studies teaching and learning.

1.2 Purposes

The field of social studies has evolved, matured, and shifted in focus since the Shaver (1991) handbook was published. At that time Armento wrote in the handbook (1991) about a “quiet revolution” in social studies research brought about by “four societal forces – public debate, funded projects, the cognitive psychology movement, and fervor in the social sciences” (p. 185). As a result of these social forces, she observed “fundamental” shifts in the research on social studies. Important among these shifts were the new epistemological traditions being employed by social studies researchers, especially “interpretive and critical analysis” representing a “more inclusive range of perspectives” (p. 186). She identified five characteristics that marked the evolution of social studies research, including: “changes in paradigms, in views of teachers, in the units of analysis, in instructional foci, and in the definition of the field” (p. 186). Contemporary social studies researchers have inherited the legacy of this “quiet revolution.”

This current handbook demonstrates the extent to which our field has grown as a result of social and intellectual shifts over the past 25 years. The chapters in this handbook trace the emergence of new topics and concerns, as well as the evolution of educational research methodologies. As the field of social studies education has matured, we have witnessed an expansion in the form and function of educational research. Today, a majority of social studies educational researchers use qualitative research methodologies and, increasingly, they are engaging practitioners as collaborative partners in research endeavors.

The shift from mainly experimental or quasi‐experimental designs to interpretive or critical approaches has led to changes in the way social studies researchers approach theory—from those interested in generating theory through scientific inquiry to predict student behavior and outcomes in social studies classrooms to those interested in using theory as a lens to interpret observed phenomenon in a naturalistic setting. The epistemological diversity of our field as well as the concomitant range of theoretical frameworks and research methodologies being employed by social studies researchers has enhanced the scope of the “body of knowledge” or “knowledge base for teaching and learning” (Barton, 2006) that defines our field.

This Wiley Handbook of Social Studies Research describes contemporary trends in social studies research as well as the epistemological diversity of this work. Similar to the 1991 handbook we wish to raise issues of theory and methodology. The current field of social studies education represents a diverse field with myriad research traditions and trends. This text highlights the richness of our field while providing a reference book to support future research endeavors. The guiding objectives for this text include:

Provide an accurate accounting of the state of the field of social studies education.

Explore current theoretical frameworks dominating the field.

Present an overview of the major research paradigms dominating the field.

Represent important trends in research in social education.

Explore areas of need for future research.

1.3 Development of the Wiley Handbook of Social Studies Research