ERIC Number: ED531883
Record Type: Non-Journal
Publication Date: 2012
Reference Count: 0
Contemporary Social Studies: An Essential Reader. Teaching and Learning Social Studies
Russell, William B., III, Ed.
IAP - Information Age Publishing, Inc.
The field of social studies is unique and complex. It is challenged by the differing perspectives related to the definition, goals, content, and purpose of social studies. Contemporary Social Studies: An Essential Reader discusses the contemporary issues surrounding social studies education today. Contemporary Social Studies: An Essential Reader encourages and inspires readers to think. The chapters included in this volume are written by prominent scholars in the field of social studies. The collection inspires and provokes readers to reconsider and reexamine social studies and its contemporary state. Readers will explore the various critical topics that encompass contemporary social studies. This collection provides readers with rich chapters which are sure to be cited as key works. Compelling and accessible, this collection brings to light the critical topics relevant to contemporary social studies and is sure to serve as a cornerstone and seminal text for the future. This book is divided into five sections. Section I, Purpose and Approach, contains the following: (1) 21st Century Democratic Social and Citizenship Education: A Hybrid Perspective (Ellen Santora); (2) Towards an Inclusive Definition of Democratic Education (Jonathan Miller-Lane); (3) Global Education: Responding to a Changing World (Merry M. Merryfield); (4) The Place of Global Citizenship in the Social Studies Curriculum (Anatoli Rapoport); and (5) Character, Moral, and Values Education: The Foundation of Effective Citizenship (Stewart Waters and William Benedict Russell, III). Section II, Curriculum, Content, and Standards, contains the following: (6) History: From Learning Narratives to Thinking Historically (Keith C. Barton); (7) Geography Education: Making Sense of Our World with Spatial Relationships (Reese H. Todd); (8) Standards-Based Educational Reform and Social Studies Education: A Critical Introduction (Kevin D. Vinson, E Wayne Ross, and Melissa B. Wilson); and (9) The Marginalization of Social Studies in the Elementary Grades: An Overview (Beverly Milner (Lee) Bisland). Section III, Diversity & Perspective, contains the following: (10) Culturally Responsive Social Studies Teaching: Models of Theory into Practice (Paul G. Fitchett and Tina L. Heafner); (11) Race and Social Studies (Prentice T. Chandler and Douglas McKnight); (12) GLBTQ Issues in the Social Studies (J. B. Mayo Jr.); (13) Gender and Social Studies: Are We There Yet? (Christine Woyshner); (14) Building the Bridge between Social Studies and Special Education: Perspectives and Practices (Timothy Lintner and Windy Schweder); and (15) English Language Learners (ELLs) and Social Studies (Jason O'Brien). Section IV, Pedagogy, contains the following: (16) Reading, Democracy and Secondary Social Studies Education (Michelle Reidel and Christine Draper); (17) Situating the Nation: History Pedagogy for the 21st Century (Kyle A. Greenwalt and Patrick N. Leahy); (18) Pedagogical Paradox of Social Studies: Teaching for Intellectual and Emotional Learning (Christy Folsom); (19) Facilitating Discussions in Social Studies Classrooms (Anne-Lise Halvorsen); (20) Engagement in the Social Studies: Using Experiential Learning in the Social Studies Classroom (Brad Burenheide); and (21) Social Studies Pedagogy (Thomas Turner, Jeremy Clabough, Sarah Philpott, and Lance McConkey). Section V, Media, Technology, and Teacher Education, contains the following: (22) Media and Popular Culture (Cameron White and Trenia Walker); (23) Internet Literacies for Active Citizenship and Democratic Life: In Search of the Intersection (David Hicks, Stephanie van Hover, Elizabeth Yeager Washington, and John K. Lee); (24) Using Web 2.0 to Transform a Brick & Mortar School into a Participatory Media Rich Civic Learning Environment (Joseph O'Brien); (25) Broadening Social Studies Curricula: Integrating Global Education in a Teacher Education Program (Lydiah Nganga and John Kambutu); (26) Examining Teacher Development: The Role of Teacher Thinking, Observation, and Reflection (John Sturtz and Kevin Hessberg); and (27) A Capstone Course in a Master's Social Studies Program in an Age of Accountability and Testing: A Case Study (Jesus Garcia, Paula S. McMillen, and David To).
Descriptors: Geography Instruction, Global Education, Citizenship, Popular Culture, Democracy, Citizenship Education, Second Language Learning, Experiential Learning, Educational Change, Social Studies, Inclusion, Elementary School Curriculum, Values Education, Standards, History Instruction, Theory Practice Relationship, Culturally Relevant Education, Race, Sexual Orientation, Gender Issues, Special Education, English Language Learners, Secondary School Curriculum, Reading Instruction, Emotional Development, Discussion, Learner Engagement, Educational Technology, Teacher Education, Internet, Computer Literacy, Web 2.0 Technologies, Case Studies, Accountability, Educational Testing, College Curriculum, Educational Media
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Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A