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Shanks, Neil – Social Studies, 2020
This paper considers the implications of the neoclassical dominant narrative in economics education and conceptualizes specific responses that teachers and teacher educators can take to promote a humanizing economics pedagogy. I briefly describe alternative economic paradigms and contrast them with neoclassical fundamentals. Then, I include…
Descriptors: Teaching Methods, Economics Education, Lesson Plans, Course Content
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Rich, Jennifer – Social Studies, 2019
A quarter of a century has passed since lawmakers enacted the New Jersey Holocaust education mandate, and it seems responsible and timely to ask if it, the original Holocaust education mandate, actually encouraged substantive learning about the Holocaust. Despite repeated fanfare about the mandate and its inclusion in educational curricula…
Descriptors: Preservice Teachers, Death, Jews, European History
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Donahue, David M. – Social Studies, 2014
Highlighting a hero is a common response to including the history of marginalized people in the curriculum. Harvey Milk is becoming that hero as social studies curriculum responds to calls for including LGBTQ people. By studying Milk, what might young people learn about LGBTQ people, issues, and movements? What opportunities and limitations exist…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Social Studies
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Virtue, David C.; Buchanan, Anne; Vogler, Kenneth E. – Social Studies, 2012
In the current era of high-stakes testing and accountability, many social studies teachers struggle to find creative ways to add depth and authenticity to a broad, shallow curriculum. Teachers can use the time after tests are administered for students to reflect back on the social studies curriculum and select topics they want to study more deeply…
Descriptors: Curriculum Development, Curriculum Enrichment, Curriculum Evaluation, Instructional Innovation
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Levine, Thomas H. – Social Studies, 2010
When, if ever, should social studies teacher educators and K-12 teachers seek to inculcate specific values, attitudes, and beliefs in their students? To address this question, the author offers a case from his own practice as a social studies teacher educator, illustrating how he promoted critical and divergent thinking during the first half of…
Descriptors: Role of Education, Social Studies, Teacher Role, Teacher Educators
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Burstein, Joyce H. – Social Studies, 2009
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…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teaching Load, Teacher Educators
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McCall, Ava L.; Janssen, Brenda; Riederer, Kathy – Social Studies, 2008
The authors focus on the collaboration between a university methods professor and two classroom teachers in teaching social studies methods as a way of bridging the gap between university preparation for teaching social studies and putting that preparation into practice in elementary classrooms. The teachers offer recommendations from their own…
Descriptors: Preservice Teachers, Federal Legislation, College Faculty, Social Studies
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Morris, Ronald V.; McNeely, Jean – Social Studies, 2005
Lewis, Clark, and the Corps of Discovery traveled westward from 1803 to 1806; therefore, the bicentennial of the expedition is being celebrated from 2003 until 2006. Students and teachers celebrating the bicentennial and Jefferson's Louisiana Purchase in 1803 can use social studies classes to help them connect with their community and to reach a…
Descriptors: Social Studies, United States History, School Community Programs, World History