Focuses on university-school relationships discussing the desirable characteristics that are needed for classroom teachers and teacher educators. Describes three partnerships between preservice and K-12 social studies classrooms, illustrating how the focus/scope of collaboration affects the outcomes. Addresses technology as a catalyst for…

Addresses the status of technology in elementary social studies. Reviews research on technology and elementary social studies, explores various examples of practice, discusses how preservice social studies methods textbooks treat the issue of using technology, and identifies beliefs held by elementary social studies teachers. (CMK)

Examines the use of computer-based software strategies during instruction by Missouri middle school social studies teachers. Finds that 73 percent of the teachers regularly use one or more strategies. Reports the Internet is predominant, school district administrative initiatives influence integration, and a positive affect on the learning…

Analyzes six U.S. civics and history textbooks used in grades seven through nine to determine what messages these texts convey to young people about the nature of civic life. Explores the results in three sections: (1) learning about the nature of democracy; (2) national identity and loyalty; and (3) diversity. (CMK)

Presents information based on a yearlong study of character education in an elementary school that was implementing "Kids with Character." Offers an analysis of the responses by students, teachers, and parents about character, development of character, and the program. Indicates that contemporary character education programs are similar to…

Demonstrates how teacher inquiry offers a way to study and implement character education by exploring teacher inquiry projects at a Professional Development School. Presents background information and describes four different types of inquiry. Provides examples of how character education principles connect with teacher inquiry. (CMK)

Discusses the philosophy of Core Knowledge that was developed by E. D. Hirsch and provides a description of the Core Knowledge curriculum sequence. Examines the history and language arts Core Knowledge curricula that foster civic virtue and the relationship between Core Knowledge and character education. Describes one program focusing on character…

Discusses how a better understanding of economics can lead to increased understanding of moral decisions. Addresses what values are not inherent in economics and the positive values inherent in economics. Considers how economics can be used as a tool for character education. (CMK)

Discusses the central areas of dispute over character education. Outlines an agenda for character education focusing on goals and practices. Addresses appropriate goals for character education proposing that civic literacy be embraced by character education advocates. Argues that character education in practice should adopt a developmental…

Presents the historical development of civic and moral education from the perspective of five periods. Addresses the differences in political ideology and the relationship to civic and moral education. Discusses the three types of responses to the controversy of character education content and issues related to methods in character education. (CMK)

Presents six different investigations of character enhancement that attempts to answer three questions: (1) who are you; (2) what is your destination; and (3) who is your captain? Intends to build relationships among ideas such as perspective taking, seeing and making connections with the other, and understanding more about ethical development.…

Discusses the reconceptualization of democratic values in a technological society focusing on how technology affects the understanding of these values. Addresses new applications of civic dispositions in a technological society. Focuses on practicing civic virtue in a high-tech world, including using technological tools to enhance instruction.…

Provides information on standards-based educational reform in the United States. Explains that the civics standards recognize the centrality of moral dispositions and values in citizenship but avoid developing these qualities. Presents information on what the public holds important, suggesting that the public wants schools to teach values. (CMK)

Presents responses from a group of 10-13 year olds who attend school in St. Petersburg, Russia, answering the question "what do you know about America and Americans?" Considers what can be done to change the negative aspects of the U.S. image and to address character education. (CMK)

This study examined the teaching of controversial public issues (CPI) in middle and high school social studies classes. I sought to better understand the instruction and conceptions undergirding the instruction of secondary social studies teachers who were nominated by discussion experts as especially skillful at teaching their students to…