Concerned with combining theory with practice, the author, a teacher educator, wrote a grant to combine teaching university social studies methods and teaching sixth-grade social studies in an urban professional development site (PDS). By combining both roles, she created a recursive process of theory, observation, analysis, coteaching, and…

The question of why students think there are two kinds of American history taught--one in the K-12 system and one in the university system--can be examined critically using Emile Durkheim's (1973) description of the sacred and the profane. The history taught in K-12 classrooms often focuses on idealized accounts of the past that protect the status…

Presents a five-step method to develop the critical numeracy knowledge of numerically intimidated students. Examines the method in detail, discussing Piagetian diagnostic tools and how to adapt the Structure of the Observed Learning Outcome (SOLO) taxonomy to teach critical numeracy. (CMK)

Describes a lesson plan that uses an inquiry, problem-based activity to educate students on gender and development inequities that women throughout the world encounter. Includes information on follow-up activities, how to use the Gender Equity and Opportunity Commission (GEOCOM) to illustrate a region and field tests of the activity. (CMK)

Examines the attitudes of ten preservice teachers about social justice. Investigates the effect of participation in an undergraduate social foundations course. Explains that the students underwent ninety-minute audiotaped interviews and reveals that the course raises the students' consciousness. Presents the results of an interview with one…

Discusses the collaboration between two teacher educators working in the United States and Botswana. Focuses on cross-continent teaching to prepare students and future teachers for understanding globalization. Describes the project in which they explored ways for using photography. (CMK)

Presents a study that used an ethnographic design to examine three inservice teachers' reflections on their experiences as social studies teachers. Finds four themes in the teachers' accounts: (1) content versus methods; (2) dissonance; (3) time; and (4) reconsidered social studies practice. (CMK)

Discusses the differences between subject matter and content within the realm of social studies. Asserts the importance of making connections within the social studies and allowing students more choices in subject matter. Explores how teacher education should change to help future teachers learn more about subject matter in the social studies.…

Discusses the use of the inquiry cycle during a professional development program for social studies teachers. Focuses on controversial issues, specifically the problems in Kosovo. Describes the inquiry cycle in detail and the three-phase cycle that helped teachers understand the importance of social studies. (CMK)

Introduces and celebrates a new series on Harold and Earle Rugg, founders of the National Council for the Social Studies. Includes the reprints of two articles by the Rugg brothers that appeared in the May 1921 issues of "The Historical Outlook" (the parent of today's "The Social Studies"). (CMK)

Provides historical information on Harold Rugg and the Social Reconstructionist movement. Contends the social issues-centered method should be used within social studies education. Discusses a social issues model that exposes preservice teachers to the social issues-centered model and focuses on a case study on California Proposition 187. (CMK)

Presents a case study of 29 students who were all academic underachievers. Uses only oral assessment to determine the students' progress in a unit of work on physical and human resources. Provides the rationale, procedure, and the initial and final student evaluations. Discusses four limitations of oral assessment. (CMK)

Draws from experience as a Fulbright scholar in Ghana from January to June in 1997. Compares Ghanaian and U.S. social studies teachers' backgrounds, their choices of global issues to teach, and their rationales for teaching from a global perspective. Describes Ghanaian teachers' views of interdependence and identity. Includes three lesson plans…

Discusses the authors' analyses of literature, particularly of works on the relationship between democracy and pluralism, delivered to educators during the National Council for the Social Studies College and University Faculty Assembly annual meetings. Presents three analyses: (1) "The Story of Freedom"; (2) "A Light in Dark Times: Maxine Greene…

Explores teacher attitudes regarding economics and the environment through telephone interviews with 157 Wisconsin science and social studies high school teachers. Questions attitudes toward market approaches, facts about environmental improvements, and doomsday orientation. Suggests that teachers generally approve of nonmarket solutions and…