Reports on a survey of youth from two high schools regarding their attitudes towards service. Findings suggest that they had somewhat positive attitudes toward service and believed their participation as volunteers was essential for resolving social problems. Of the youth not participating in service activities, the majority reported that they did…

Draws a distinction between postmodernism as a historical epoch and postmodernism as an epistemology, creating a framework for the discussion of events in the larger society and its implications for professional practice. Explores basic tenets of postmodern analysis and relates them to current school reform efforts that advocate for principles of…

Develops an initial theory of teachers' conceptions of classroom discussion using in-depth interviews and grounded theory's constant-comparative technique. Identifies six generally held conceptions of discussion and five factors that influenced teachers' use of discussion. Examines implications for teachers, teacher educators, and researchers…

Argues that textile arts, often created by women, provide a valuable, but frequently overlooked, resource for learning about a culture. Describes an effort to learn about Hmong culture and history through a study of textile arts and to teach preservice teachers in a social studies methods course about this culture. (DSK)

Relates a personal history of events leading to the establishment of the College and University Faculty Assembly and its journal "Theory and Research in Social Education." Details the tensions and obstacles encountered in the creation of a college-level faculty group and a professional journal. (DSK)

Argues that understanding teachers' conceptions of discussion is a neglected and important issue. Reviews new insights from literacy research on text discussion; suggests how that literature provides a broader context for understanding social studies teachers' conceptions of classroom talk. Reflects on the relationship of open-forum discussion to…

Considers issues related to teachers' conceptions, the nature of classroom discussion, and future research on these topics. Addresses the role of discussion as a method of instruction and a goal of instruction. Argues that classroom discussion promotes civic competence and integration of knowledge and skills across disciplines. (DSK)

Discusses 25 years of attempts to define social studies and to research social studies education. Argues that a definition that denies teachers' diverse experiences and instructional methods is dysfunctional and that research has advanced little. Calls for a reexamination of the research enterprise itself and of graduate training in education.…

Argues that, without changes in methods of teaching social studies, curriculum reform can only provide an illusion of educational change. Observes that little has been published in 25 years of "Theory and Research in Social Education" on methods. Discusses three historical meanings that "method" has had since the 1880s. (DSK)

Argues that, with the increasing diversity of the U.S. population, education needs to respond by figuring out a meaningful way to embrace values of civic unity and cultural diversity at the same time. Discusses problems encountered in addressing diversity within civic education and means to bridge the gap. (DSK)

Examines contributions by Mary Ritter Beard and Marion Thompson Wright to inclusive social education curricula. Beard established the field of women's history; Wright promoted the application of black history. Both saw social betterment as the goal of knowledge and sought inclusive understanding of the nature of legitimate knowledge in schools.…

Summarizes the contributions of Charles A. McMurry to elementary social studies education. Describes McMurry's development of the concept of Type Study as part of his comprehensive view of elementary education. Asserts that McMurry's studies and advocacy provide insight into the influences on the development of elementary social studies. (DSK)

Asks to what degree should social studies preservice teachers be prepared to deal with academic freedom issues? Argues that preparing students for citizenship can involve teachers in controversial issues and challenges to curriculum content. Reports that methods professors agreed that preservice teachers should be required to investigate academic…

Comments on Mark Blum's essay on the history of the interpretation of history. Applauds Blum's attempt but draws out problems associated with his argument's grounding in the philosophy of Edmund Husserl and John Toews. Concludes by discussing a new historicism and a need for a postmodern turn in historical interpretation. (DSK)

Responds to Lynda Stone's comments on the author's essay on the interpretation of history. Demonstrates the linkages between his argument and those of Stone. Concludes by contesting some of her interpretations of his philosophical forebear, Edmund Husserl, and by pointing to the common objectives of both his and Stone's research. (DSK)