Dedication Preface Acknowledgements Contributors Chapter 1 Introduction: Linda L. Levstik and Cynthia A. Tyson Part I: Change and Continuity in Social Studies Chapter 2 Continuity and Change in Social Studies Curriculum Stephen J. Thornton Chapter 3 Early Elementary Social Studies Jere Brophy and Janet Alleman Chapter 4 What Happens in Social Studies Classrooms? Research on K-12 Social Studies Practice Linda S. Levstik Part II: Civic Competence in Pluralist Democracies Chapter 5 Knowing and Doing in Democratic Citizenship Education Walter C. Parker Chapter 6 International Political Socialization Research Carole L. Hahn and Theresa Alviar-Martin Chapter 7 Service-Learning Rahima Wade Chapter 8 Controversial Issues asnd Democratic Discourse Diana Hess Chapter 9 Diversity and Citizenship Education: Historical, Theoretical, and Philosophical Issues James A. Banks and Diem Nguyen Part III: Social Justice and the Social Studies Chapter 10 Social Justice and the Social Studies Kathy Bickmore Chapter 11 Gender and Sexuality in the Social Studies Margaret Smith Crocco Chapter 12 Global Education Guichun Zong, Angene H. Wilson, and A. Yao Quashiga Part IV: Assessment and Accountability Chapter 13 Assessment and Accountability in the Social Studies S.G. Grant and Cinthia Salinas Part Five: Teaching and Learning in the Disciplines Chapter 14 Research on Students' Ideas about History Keith C. Barton Chapter 15 Research on K-12 Geography Education Avner Segall and Robert J. Helfenbein. Chapter 16 Recent Research on the Teaching and Learning of Pre-Collegiate Economics Steven L. Miller and Phillip J. VanFossen Part VI: Information Ecologies: Technology in the Social Studies Chapter 17 Technology and Social Studies Kathleen Owings Swan and Mark Hofer Part VII: Teacher Preparation and Development Chapter 18 The Education of Social Studies Teachers Susan Adler Chapter 19 The Professional Development of Social Studies Teachers Stephanie van Hover.
(source: Nielsen Book Data)
This "Handbook" outlines the current state of research in social studies education - a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence; long maintained by advocates for the social studies as a fundamental goal. In considering how to organize the "Handbook", the editors searched out definitions of social studies, statements of purpose, and themes that linked (or divided) theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last "Handbook" that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies.The volume is organized around seven themes: Change and Continuity in Social Studies; Civic Competence in Pluralist Democracies; Social Justice and the Social Studies; Assessment and Accountability; Teaching and Learning in the Disciplines; Information Ecologies - Technology in the Social Studies; and, Teacher Preparation and Development. "The Handbook of Research in Social Studies" is a must-have resource for all beginning and experienced researchers in the field. (source: Nielsen Book Data)