Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today's circumstances are unique, many of our current challenges…

Analyzes teacher and student conceptions of the meaning of history, exploring factors which shape them, and the relationship among teacher conceptions, the curriculum, and student conceptions. Data collection included interviews and observations. Concludes that teachers should explicitly discuss historical purpose, patterns, generalizability, and…

Investigates how secondary history teachers' conceptions of history (typology) influences classroom practices. Interviews five teachers, representing five typologies, and their students, and observes classroom techniques. Suggests impact of teacher conceptions varies, finding only one of five typologies profoundly influencing students. Sees…

Explores teachers' conceptions of the meaning of history. Contends that teachers' conceptions of history tend to place them in one of five typologies: storyteller, scientific historian, relativist/reformer, cosmic philosopher, or eclectic. Finds that these conceptions are related to teacher background, teacher belief, and teacher knowledge.…

Debates points raised by S. G. Grant and Kathryn Tzetzo in their critique of the authors'"Handbook on Teaching Social Education," particularly claims that the book gives mixed messages to teachers regarding content, teaching methods, and the definition of issues-centered education, and that it leaves related questions unanswered. (DSK)