Offers an "outsider's perspective" on social education by someone who worked in other subfields of education before entering social studies. Discusses problems in social education, for example, the paucity of research in the field and the lack of perceived importance of social education. (DSK)

Muses on reasons why the education community seems to have an inherent inferiority complex when compared to other university fields. Contends that this is the result of refusing to adopt the position that educators must engage the need to control and ethically use the power that comes with their knowledge. (DSK)

Discusses the boycott of meetings in California by the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) because of the passage of Proposition 187. Uses the decision for the boycott as a means to explore the notions of democracy, citizenship, and citizenship education. (CMK)

Examines the professional development opportunities that accompanied the New York State social studies draft framework to explore: (1) the range of opportunities teachers had to learn about the framework; (2) the content and instruction of these opportunities; and (3) teachers' responses to the framework and professional development opportunities.…

Addresses why Charles Beard's reputation as a historian deteriorated, provides information on his life, and discusses his conceptions of history. Considers Beard's notions of social studies education, focusing on his ten social goals, the 12 characteristics of the "individual side" of social studies, and his proposed curricular plan. (CMK)

Argues that because democracy, education, and discussion are interrelated and seek to promote human growth, ways must be found to involve children and adults in frequent discussions. Focuses on democratic education, including the barriers, functions of discussion, and dispositional ideals for classroom members. Concludes that discussion is an…

Responds to the article "Opportunities Lost: Teachers Learning about the New York State Social Studies Framework" by S. G. Grant. Contests ideas on the professional development opportunities used with the New York social studies framework. Considers the intentions of the professional development as political and the role of assessment. (CMK)

Responds to the article "Opportunities Lost: Teachers Learning about the New York State Social Studies Framework" by S. G. Grant. States that Grant loses an opportunity to provide the type of social analysis needed to extricate teacher educators from their complicity in New York State's regulation of teaching by misconstruing constructivism. (CMK)

Responds to the articles "Another Opportunity Lost?: Maybe Professional Development Experiences Aren't Supposed to Teach Teachers Anything about the New York State Social Studies Framework" by Sandra Mathison and "Misconstruing Constructivism and State Regulation of Teaching (Unlearning What We Know about Educational Reforms)" by Stephen C.…

Explores what comprises the history taught in school over the past century, focusing on two trends: (1) a broader scope of history to include a history of the world; and (2) within U.S. history, a movement from purposeful exclusion of cultures and people to marginal inclusion. Advocates an inclusive and coherent history. (CMK)

Explores social education and the nature of social knowledge, focusing on reconstructivism, John Dewey's criticism of reconstructivism, the two developments that unraveled the reconstructionist counter-socialization argument, and the current emphasis in social education on the loss of respect for the core values and objective methods for…

Reflects on the influence of the climate and trends in social studies on the author's professional life. States that the College and University Faculty Assembly (CUFA) changed as an organization, reflecting the changes in social studies. Addresses the relationship and tensions between CUFA and the National Council for the Social Studies (NCSS).…

Reviews the past 25 years of the journal "Theory and Research in Social Education," exploring the advent of historical research within the journal's content to the publication of historical research as very typical. Indicates a maturation of social studies regarding research, considering the caveats of historical research. (CMK)

Addresses the problems of standards-based reforms and testing, specifically in New York State. Asserts that community members, such as teachers, students, and parents, must be allowed to participate in educational reforms of teaching and learning conditions. (CMK)

Examines fourth and fifth graders' ideas about historical evidence through a year-long qualitative study of two classrooms. Discusses the results, focusing on understanding the reliability of sources, evaluating evidence and reconciling conflicting accounts, and using evidence to reach conclusions. Addresses the implications for instruction. (CMK)