1. No category

KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name: EDSS 8600 / Ed.S. and Ed.D. in Secondary Education;
and Ed.S. and Ed.D. in Middle Grades Education
Department: Department of Secondary and Middle Grades Education
Degree Title (if applicable) Ed.S. and Ed.D. in Secondary Education; and EDS and EDD
in Middle Grades Education
Proposed Effective Date Fall 2013
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course
with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a
new program. Current catalog information (Section I) is required for each existing course
incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
11/24/12
Guichun
Faculty Member
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Zong
Date
Department Curriculum Committee Date
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Vice President for Academic Affairs Date
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ______EDSS 8600______________________
Course Title ____ Critical Analysis of Contemporary Issues in Social
Studies Education _____
Class Hours 3 ____Laboratory Hours_______CreditHours____3____
Prerequisites Admission to Ed.S. or Ed.D. program
Description (or Proposed Degree Requirements)
This course provides a critical analysis of contemporary issues in social studies
education theory, research, and practice mainly as identified and discussed in
recent scholarly research published in recognized journals, books, and standards
adopted by state and national committees or councils for the social studies or
social science fields.
III.
Justification
This proposed course is designed for candidates admitted into Ed.S/Ed.D
to engage in advanced study of social studies education policies, practices,
and research. Through course readings, discussions, and assignments
candidates will critically examine contemporary issues in social studies
education theory, research, and practice and their implications for social
studies curriculum development, instructional strategies, and impact on
students’ learning. The universities that offering a Ed.S/Ed.S degrees in
social studies education all offer a course similar to the content and the
design of this proposed course.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Guichun Zong___________________________
Text: Please see the following list of required readings:
o W. C. Parker (Ed.), Social Studies Today: Research & Practice (pp. 5364), New York,
NY: Routledge.
o Hess, Diana. (2009). Controversy in the Classroom. Routledge.
o Cho, S. & Reich, G. (2008). New immigrants, new challenges: High
school social studies teachers and English language learner instruction.
Social Studies, 99 (6), p235- 242.
o Grant, S.G. (2007). High Stakes testing: How are social studies teachers
responding? Social Education, 71(5), 250-254.
o Salinas, C., Fránquiz, M., & Reidel, M. (2008). Teaching world geography
to late-arrival immigrant students: Highlighting practice and content.
Social Studies, 99 (2), p71-76.
 Selected articles from current research and scholarly journals in the
field of social studies education, such as Social Education, The
Social Studies, Theory and Research in Social Education,
Teaching about Asia, The History Teacher.
Prerequisites: Admission to Ed.S or Ed.D program
Objectives:
As a result of the satisfactory fulfillment of the requirements of this
course, the candidate will be able to:
 engage in critical analysis of state and national standards such as Georgia
Performance Standards, NCSS Curriculum Standards, goals and
objectives, instructional materials, teaching strategies, assessment and
evaluation techniques for middle grades and secondary social studies in
the larger context of: (1) learning about student learning/thinking, (2)
addressing the needs of a diverse student population, and (3) developing
"habits of mind" that foster participation in society as informed, confident,
and responsible citizens of the world.
 describe major challenges and controversies in social studies education.
 discuss major findings in several distinct areas of social studies education
research.
 identify and explore unanswered questions in social studies education
research.
 explain and assess common research methods for exploring issues in
social studies education.
 design research and programs that address major areas of need in social
studies education.
Instructional Method
This course will use multiple instructional methods such as lecture, student led
group discussion, integration of technology, and Socratic seminars.
Method of Evaluation
Performance based assessment will be used as the major method of evaluation for
this advanced study of social studies education course. The response papers, the
online discussion postings, and a final synthesis project will be used to assess
candidates’ knowledge, skills, and dispositions.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
-0-0-0-0-0-0-0-0-
TOTAL
-0-
Funding Required Beyond
Normal Departmental Growth
-0-
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office
of the Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Education
EDSS 8600
Critical Analysis of Issues in SS Ed
3-0-0
Fall 2013
Regular
N/A
APPROVED:
__________________________________________
______
Vice President for Academic Affairs or Designee __
I.
Course Number: EDSS 8600
Course Title:
Critical Analysis of Contemporary Issues in Social Studies Education
College:
Bagwell College of Education
Semester:
Room:
II.
Instructor: Dr. Guichun Zong
KH 3119, Phone: (770) 423-6747,
E-mail: Please use D2L; if urgent communication, use [email protected].
Office Hours: by appointment
III.
IV.
Class Meetings:
Required Course Materials
W. C. Parker (Ed.), Social Studies Today: Research & Practice (pp. 53-64), New York, NY: Routledge.
Hess, Diana. (2009). Controversy in the Classroom. Routledge.
Cho, S. & Reich, G. (2008). New immigrants, new challenges: High school social
studies
teachers and English language learner instruction. Social
Studies, 99 (6), p235- 242.
Grant, S.G. (2007). High Stakes testing: How are social studies teachers responding?
Education, 71(5), 250-254.
Social
Salinas, C., Fránquiz, M., & Reidel, M. (2008). Teaching world geography to latearrival immigrant students: Highlighting practice and content. Social
Studies, 99 (2), p71-76.
Selected articles from current research and scholarly journals in the field of social studies
education, such as Social Education, The Social Studies, Theory and Research in Social
Education, Teaching about Asia, The History Teacher.
V. Catalog Course Description (3-0-3); Prerequisite, Admission to Ed.S. or Ed.D. Program:
This course provides a critical analysis of contemporary issues in social studies education theory,
research, and practice mainly as identified and discussed in recent scholarly research published in
recognized journals, books, and standards adopted by state and national committees or councils for
the social studies or social science fields. Through course readings, discussions, and assignments
candidates will increase their awareness and understanding of the major trends and critical issues
surrounding social studies education in today’s classroom. Candidates will read selected exemplars of
social studies research and frame questions to structure class discussion. Candidates will also critique
research studies and examine their implications for social studies teaching and learning. Particular attention
will be given to research methodologies that are used by leading scholars in social studies education.
VI. Purpose and Rationale:
The overall goal of this course is for graduate students to develop the knowledge and skills necessary to
discuss major issues and design original research and programs in social studies education. The focus of the
course is to engage experienced social studies teachers in thinking critically about the impact of theory and
research on their students as learners. By analyzing recent theory, research, and debates concerning issues
in the social studies that often directly affect teaching strategies, the practicing professional can clarify his
or her beliefs about the issues, make informed decisions with regard to personal practice, and be prepared
to take a leadership role within his or her school or district. Successful candidates will complete a synthesis
project that can be either (1) a research proposal in social studies education that addresses an important
unanswered question, or (2) an educational program or intervention (e.g., class, professional development)
designed to enhance k-12 social studies learning.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates at the doctoral level leaders for learning and facilitators of the teaching and
learning process. Finally, the PTEU recognizes, values and demonstrates collaborative
practices across the college and university and extends collaboration to the communityat-large. Through this collaboration with professionals in the university, the public and
private schools, parents and other professional partners, the PTEU meets the ultimate
goal of assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as
Sternberg (1996) believes that the concept of expertise is central to analyzing the
teaching-learning process, the teacher education faculty at KSU believe that the concept
of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases teachers progress from being
Novices learning to survive in classrooms toward becoming Experts who have achieved
elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
Use of Technology: Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided
with opportunities to explore and use instructional media. They will master use of productivity tools, such
as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
The Social Studies Education Program aligns itself with the positions of the National Council of Social
Studies regarding the use of technology and media in social studies education. NCSS statements
underscore our program’s commitment to technology as follows:
This statement is a version of the NCSS Position Statement 'A Vision of Powerful
Teaching and Learning in the Social Studies: Building Social Understanding and Civic
Efficacy,' which was prepared by the Task Force on Standards for Teaching and
Learning in the Social Studies, and approved by the NCSS Board of Directors in 1992.
“Integrated social studies teaching and learning include effective use of technology that can add
important dimensions to students’ learning. Teachers can provide students with information through
films, videotapes, videodiscs, and other electronic media, and they can teach students to use computers
to compose, edit, and illustrate social studies research reports. Computer-based learning, especially
games and simulations, can allow students to apply important ideas in authentic problem-tackling or
decision-making contexts. If students have access to computerized data bases, they can search these
resources for relevant research information. If they can communicate with peers in other states or
nations, they can engage in personalized cultural exchanges or compare parallel data collected in
geographically or culturally diverse locations.”
(National Council of Social Studies, Retrieved August 27, 2006 from
http://www.socialstudies.org/positions/powerful/)
VII. Policies:
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and assessment
within multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis
on cognitive style differences provides a background for the consideration of cultural context. These
diversity issues will be directly explored in the Impact on Student Learning Assignment.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification
of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
Commitment to Addressing the Achievement Gap
The social studies education program aligns itself with the positions of the National Council of Social
Studies Education (NCSS) regarding cultural and linguistic diversity in social studies education. The
program seeks to underscore that cultural and linguistic diversity should be treated as integral components
of social studies education, and that the failure to accommodate such diversity in curriculum and instruction
lies at the heart of disparities in academic achievement between white and minority racial groups—a
phenomenon popularly referred to as “the achievement gap.”
Professionalism- Academic Honesty:
KSU expects that graduate students will pursue their academic programs in an ethical, professional manner.
Faculty of the advanced graduate programs abide by the policies and guidelines established by the
university in their expectations for candidates’ work. Candidates are responsible for knowing and adhering
to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to have
violated these guidelines will be subject to disciplinary action consistent with university policy. For
example, plagiarism or other violations of the University’s Academic Honesty policies could result in a
grade of “F” in the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your
ability to provide peer reviews and feedback to your editing groups regarding their research and their
writing. Furthermore, responding effectively and appropriately to feedback from your peers and the
professor is another measure of one’s professionalism. In addition, since class meets only once a week,
failure to attend class will likely impact your performance on assignments and final exams. Please be
prepared with all readings completed prior to class. We depend on one another to ask pertinent and
insightful questions. Finally, please turn off all cell phones. A ringing phone and the resulting
conversation is a nuisance and an unprofessional interruption in the flow of the class.
IRB Policies Relating to Student Researchers (KSU Candidates) in Educational
Settings
KSU Requirements:
Research projects that are conducted in public school settings and involve human subjects in activities
which are considered “normal educational practices” (See 45 CFR 46.101 (b) in the federal guidelines) may
be exempted from Continuing IRB review. The KSU Institutional Review Board (IRB), not faculty
members or student-researchers, determines if a project meets the criteria for exemption. The research may
qualify for an exemption even if the findings and outcomes from such research are placed in online
portfolios for KSU academic programs or presented on occasions required for such programs (e.g., class
sessions, capstone presentations).
The KSU IRB requires that the relevant faculty member complete a short form, including a description of
the assigned research project. This applies to the Impact on Student Learning Assignment.
The policy and procedures outlined above do not cover theses, dissertations, or extended research
projects from the M.Ed., Ed.S. and Ed.D. programs but rather refer to assigned research projects
contained within individual courses.
Additional Requirements for Student-Researchers Carrying Out Course-based
Research
Student-researchers who conduct projects at variance from or extending beyond a class assignment must
consult with their faculty instructor about securing KSU IRB approval and must contact any IRB-type
organization available in their own workplace setting.
For those in teacher education, it is important to remember that every district has a federally
mandated requirement for IRB review of proposals for conducting research in public schools. It is up
to each student-researcher to learn the appropriate IRB procedures to be followed in his/her district.
More specifically, KSU teacher education candidates are required to complete district-level IRB
forms or to follow accepted policies and gain approval in writing, consistent with school/district
guidelines, prior to beginning any assigned research project.
Once school district IRB approval is obtained, Kennesaw State University will honor the approval by
submitting a copy of the county proposal, approval and Human Participants Online Certificate to the KSU
IRB Committee.
Course Objectives: The Professional Teacher Education Unit prepares expert teachers and leaders who
understand their disciplines and principles of pedagogy, who reflect on practice, and who apply these
understandings to making instructional decisions that foster the success of all learners. As a result of the
satisfactory fulfillment of the requirements of this course, the candidate will be able to:
•
•
•
•
•
•
engage in critical analysis of state and national standards such as Georgia Performance Standards,
NCSS Curriculum Standards, goals and objectives, instructional materials, teaching strategies,
assessment and evaluation techniques for middle grades and secondary social studies in the larger
context of: (1) learning about student learning/thinking, (2) addressing the needs of a diverse
student population, and (3) developing "habits of mind" that foster participation in society as
informed, confident, and responsible citizens of the world.
describe major challenges and controversies in social studies education.
discuss major findings in several distinct areas of social studies education research.
identify and explore unanswered questions in social studies education research.
explain and assess common research methods for exploring issues in social studies education.
design research and programs that address major areas of need in social studies education.
Course objectives
1. Engage in critical analysis of national and
state curriculum standards, goals and
objectives, instructional materials, teaching
strategies, assessment and evaluation
techniques for middle grades and secondary
social studies.
2. Describe major challenges and controversies
in the field of social studies education.
3. Identify major findings in several distinct
areas of social studies education research.
4. Identify and explore unanswered questions in
social studies education research.
5. Explain and assess common research methods
for exploring issues in social studies
education.
6. Design research and programs that address
major areas of need in social studies
NCSS
Standards
Program Outcomes
1, 2, 3,4 5, 6, 7,8,9, 10
4, 5, 1, 8, 2
1, 2, 3,4 5, 6, 7,8,9, 10
4, 5
1, 2, 3,4 5, 6, 7,8,9, 10
6, 7, 9
1, 2, 3,4 5, 6, 7,8,9, 10
6, 7, 9
1, 2, 3,4 5, 6, 7,8,9, 10
6,7, 9
1, 2, 3,4 5, 6, 7,8,9, 10
2, 4, 5, 7, 5
education.
VIII.
Major Assessment and Assignments
Class Participation (20% of final course grade)
Our class discussions and activities are designed to help you and your classmates achieve the
goals outlined above. Please participate actively in class discussions, and engage thoughtfully
with the ideas of your classmates and the scholars whose work we will read. Once during the
term, you will be expected to lead class discussion on the week’s topic and readings. Please select
your week early in the term, and contact me several days in advance to discuss your plans. (This
can be done via email but would be best in person.) Later in the term, you will design a portion of
a class (about one hour) by selecting an article for your classmates to read and then leading a
discussion on that article. To prepare for this work, you must meet with me at least two weeks
before your class session to discuss the topic, the reading that you will assign, and how you lead
the class.
Class Preparation and Online Participation (20% of final course grade)
To prepare for class, you will be required to read the assigned readings (or possibly watch videos)
and regularly contribute to online discussion boards in advance of our meetings. These discussion
boards will prepare you both to participate in class and to complete your formal papers and
projects. You should post to discussion boards by 8pm the day before class, and this should be
done at least seven times during the term. (This gives you one week off at your discretion, but
you are still required to do the reading during a week off.) To help you organize your thoughts as
you read, I strongly recommend using the reading guide that can be found on D2L. This may be
particularly helpful early in the term.
Two Short Papers (20% of course grade)
Twice during the course, you will write a short paper that summarizes the big ideas that you’ve
learned, lingering questions you have, and how those ideas relate to your area of interest (which
should also be the topic of your final project). These papers should help you both to crystallize
your learning of key course concepts and to prepare for your final project. (See below.) Before
formally submitting these papers, you will have the opportunity to receive feedback from your
classmates during an in-class workshop. You will receive more details about these papers later in
the term.
Final Synthesis Project (40% of final course grade)
Your final project will be an extended description of either (1) a research proposal in social
studies education that addresses an important unanswered question, or (2) an educational program
or intervention (e.g., class, professional development) designed to enhance k-12 social studies
learning. For this project, you must conduct a literature review of the topic and design appropriate
plans and methods for the research or the intervention. Early in the semester, you will be required
to share your initial project ideas with the class in order to get helpful feedback, and during the
final weeks of the course, you will complete a written description of your research proposal and
formally present your plans to the class. You will receive more details about these papers later in
the term.
Tentative Course Calendar
(Subject to Revision)
Below is the schedule of topics, readings, and assignments. Readings in brackets are optional.
The topics listed indicate what will be emphasized in that week’s readings and class meeting, but
we will also explore other issues during those meetings. Class will involve a variety of activities,
including discussions of readings, student presentations, videos, and guest speakers.
Week 1:
Introductions and Course Overview
Week 2:
Unsettled Issues: What content should be taught in social studies courses,
and what processes should be used to teach it?
Read for today:
Course Syllabus
Burack, J. (2003). The student, the world, and the global education ideology. In
J. Leming & L. Ellington (Eds.), Where did the social studies go wrong? (pp.
40-68).
Frazee, B., & Ayers, S. (2003). Garbage in, garbage out. In J. Leming & L.
Ellington (Eds.), Where did the social studies go wrong? (pp. 111-123).
Fordham Foundation.
Shudak & Helfenbein (2005). Contradicting the Contrarians: The rhetoric of the
neoconservative right in social studies education. The Social Studies, 96(4), 149155.
King, M. B., Newmann, F., & Carmichael, D. L. (2010). Authentic intellectual
work: Common standards for teaching social studies. In W. C. Parker (Ed.),
Social Studies Today: Research & Practice (pp. 53-64), New York, NY:
Routledge.
Assignment Due:
Post reading response on D2L discussion board.
Week 3:
Unsettled Issues: How has social studies education changed over time?
Read for today:
Ravitch, D. (2003). A brief history of the social studies. In In J. Leming & L.
Ellington (Eds.), Where did the social studies go wrong? (pp. 1-5).
Thornton, S. J. (2008). Continuity and change in social studies curriculum. In L.
Levstik & C. Tyson (Eds.), Handbook of Research in Social Studies Education
(pp. 15-32). Levstik, L. S. (2008). What happens in social studies classrooms? In
L. Levstik & C. Tyson (Eds.), Handbook of Research in Social Studies
Education (pp. 50-62).
Evans, R. W. (2010). The social studies wars: Now and then. In W. C. Parker
(Ed.), Social Studies Today: Research & Practice (pp. 25-34), New York, NY:
Routledge.
Assignment Due:
Post reading response on D2L discussion board.
Week 4:
Unsettled Issues: How does the context of schools influence social studies
education?
Read for today:
Cornbleth, C. (2010). What constrains meaningful social studies teaching? In W.
C. Parker (Ed.), Social Studies Today: Research & Practice (pp. 215-224), New
York, NY: Routledge.
Grant, S. G. (2010). High-stakes testing: How are social studies teachers
responding? In W. C. Parker (Ed.), Social Studies Today: Research & Practice
(pp. 43-52), New York, NY: Routledge.
Fitchett, P. G., & Heafner, T. L. (2010). A National Perspective on the Effects of
High-Stakes Testing and Standardization on Elementary Social Studies
Marginalization. Theory & Research in Social Education, 38(1), 114-130.
National History Education Clearinghouse (2012). Browse State Standards.
Available from
http://teachinghistory.org/teaching-materials/state-standards.
Choose two states’ standards to compare.
National Council for History in the Schools (1994). National History Standards.
Assignment Due:
Post reading response on D2L discussion board.
Week 5: 2/22
Unsettled Issues: What issue in social studies education is most interesting
to you?
Read for today:
Randolph, J. J. (2009). A guide to writing the dissertation literature review.
Practical Assessment, Research, & Evaluation, 14(13), 1-13.
Three or more scholarly articles on the topic of your final project.
Assignment Due:
Short presentation (10 minutes) on your topic of interest.
Week 6:
Unsettled Issues: Capstone Discussion and Workshop
Read for today:
Review articles from this module and/or other readings that will help you with
your paper.
Assignments Due:
Short paper #1 emailed two days in advance to your writing partner and posted
on D2L before class.
Week 7:
Quantitative Methods in Social Studies Education Research
Read for today:
Assignment Due:
Fraenkel, J. R. & Wallen, N. E. (1991). Quantitative research in social studies
education. In Shaver, J. P. (Ed.), Handbook of Research on Social Studies
Teaching and Learning (pp. 67-82). New York, NY: Macmillan.
Torff, B. (2003). Development changes in teachers’ use of higher order thinking
and content knowledge. Journal of Educational Psychology, 95(3), 563-9.
Torney-Purta, J. & Wilkenfeld, B.S. (2009). Paths to 21st Century Competencies
Through Civic Education Classrooms: An Analysis of Survey Results from N
Ninth-Graders. (A Technical Assistance Bulletin). Chicago, IL: American Bar
Association Division for Public Education.
Thomas, R. J., & McFarland, D. A. (2010). Joining young, voting young: The
effects of youth voluntary associations on early adult voting. CIRCLE Working
Paper #73. Medford, MA: Center for Information and Research on Civic
Learning and Engagement.
Post reading response on Desire2Learn discussion board.
Week 8:
Qualitative Methods in Social Studies Education Research
Read for Today:
Preissle-Goetz, J., & LeCompte, M. D. (1991). Qualitative research in social
studies education. In Shaver, J. P. (Ed.), Handbook of Research on Social
Studies Teaching and Learning (pp. 56-66). New York, NY: Macmillan.
Schweber, S. (2008). What happened to their pets? Third graders encounter the
Holocaust. Teachers College Record, 110(10), 2073-2115.
Monte-Sano, C. (2011). Disciplinary literacy in history: An exploration of the
historical nature of adolescents’ writing. Journal of the Learning Sciences,
19(4), 539-68.
Assignment Due:
Post reading response on D2L discussion board.
Week 9:
Research for Practice: What have scholars learned about how students
learn history?
Read for today:
Barton, K. (2008). Research on students’ ideas about history. In L. Levstik & C.
Tyson (Eds.), Handbook of Research in Social Studies Education (pp. 239-258).
Bain, R. (2005). “‘They Thought the World Was Flat?’” In Donovan, S. &
Bransford, J. (Eds.) How Students Learn. Washington, DC: National Academies
Press.
Wineburg, S. (2001). Historical thinking and other unnatural acts. Chapter 3
(On the Reading of Historical Texts: Notes on the Breach between School and
Academy).
Article by Linda Levstik TBD. (Watch for emails about this, or ask me.)
[Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common belief
and the cultural curriculum: An intergenerational study of historical
consciousness. American Educational Research Journal, 44(1), 40-76.]
Week 10:
Students engagement inn discussions of controversial issues?
Read for today:
Hess, D. (2008). Controversial issues and democratic discourse. In L. Levstik &
C. Tyson (Eds.), Handbook of Research in Social Studies Education (pp. 124136).
Washington, E. Y. & Humphries, E. K. (2011). A social studies teachers’ sense
making of controversial issues discussion of race in a predominantly white, rural
high school. Theory and Research in Social Education, 39(1), 92-114.
Week 11:
Research for Practice: What have scholars learned about how teachers
learn to “best practices” in social studies education?
Week 12:
Social Studies For ESOL Students
Class 13 :
New Directions in Social Studies Education: Students’ Work
Student-led class discussions on project topics
Class 14 :
New Directions in Social Studies Education: Students’ Work
Assignment Due:
Student-led class discussions on project topics.
Send project drafts to writing partner two days before class, and post on D2L
before class. Bring hard copy of project draft to class.
Class 15 :
Synthesis Project Presentation.
Assignment Due:
Student Presentations of Research Proposals
Final Papers due on D2L.
XI. References and additional readings
Alexander-Shea, A. (2011). Redefining vocabulary: The new learning strategies for
social studies.
The Social Studies. 102(3), p95-103.
Marcus, A., & Levine, T. (2011). Knight at the Museum: learning history with museums.
The
Social Studies. 102(3), 104-109.
Marino, M. & Crocco, M. (2012). Doing Local History: A Case Study of New Brunswick, New Jersey.
The Social Studies. 103 (6), p233-240.
Pearcy, M. & Duplass,J. (2011). Teaching history: Strategies for dealing with breadth
and depth in the
standards and accountability age. The Social Studies. 102(3), p.110-116.
Reidel, M., & Draper, C. (2011). Reading for democracy: preparing middle-grades social
studies
teachers to teach critical literacy. The Social Studies. 102(3), p.124-131.
Ross, E. W. (2007). The social studies curriculum: Purposes, problems, and
possibilities (3rd ed). Albany: State University of New York Press.
Thornton, S. J. (2004). Teaching social studies that matters: Curriculum for active
learning. New York: Teachers College Press.
Tally, B. (2007). Digital technology and the end of social studies education. Theory and
Research in Social Education, 35:2, 305-321.
Niemi, N.S. & Niemi, R. G. (2007). Partisanship, participation, and political trust as
taught (or not) in high school history and government classes. Theory and
Research in
Social Education, 35:1, 32-61.
Rubin, B.C. (2007). “Laboratories of democracy”: A situated perspective on learning
social studies in detracked classrooms. Theory and Research in Social Education,
35:1,
62-95.
Camicia, S. P. (2007). Deliberating immigration policy: Locating instructional materials
within global and multicultural perspectives. Theory and Research in Social
Education, 35:1,
96-111.
Martin, L. A. & Chiodo, J. J. (2007). Good citizenship: What students in rural schools
have to say about it. Theory and Research in Social Education, 35:1, 112-134.
Saye, J. W. & Brush, T. (2007). Using technology-enhanced learning environments to
support problem-based historical inquiry in secondary school classrooms. Theory
and
Research in Social Education, 35:2, 196-230.
DeWitt, S. W. (2007). Dividing the digital divide: Instructional use of computers in
social studies. Theory and Research in Social Education, 35:2, 277-304.
Mayo, J. B. (2007). Negotiating sexual orientation and classroom practice(s) at school.
Theory and Research in Social Education, 35:3, 447-464.
Gaudelli, W. (2007). Global courts, global judges, and a multicitizen curriculum. Theory
and Research in Social Education, 35:3, 465-491.
Miller-Lane, J., Howard, T. C. & Halagao, P. E. (2007) Civic multicultural competence:
Searching for common ground in democratic education. Theory and Research in
Social
Education, 35: 4, 551-573.
Martin, L. A. (2007). What middle school students have to say about strategy use in
social studies. Theory and Research in Social Education, 35:4, 631-645.
Schweber, S. (2006). “Breaking down barriers” or “building strong Christians”: Two
treatments of Holocaust history. Theory and Research in Social Education, 34:1,
9-33.
Kohlmeier, J. (2006). “Couldn’t she just leave?”: The relationship between consistently
using class discussions and the development of historical empathy in a 9th grade
worldhistory course. Theory and Research in Social Education, 34:1, 34-57.
Myers, J. P. (2006). Rethinking the social studies in the context of globalization:
Education for global citizenship in the U.S. Theory and Research in Social
Education, 34:3,
370-394.
Marcus, A. S., Paxton, R. J. & Meyerson, P. (2006). “The reality of it all”: History
students read the movies. Theory and Research in Social Education, 34:4, 516- 552.