Social Studies Research and Practice

Volume 3, Number 3, Winter 2008

Editors Notes


The State of K-12 Social Studies Instruction in Ohio

Frans Doppen
Ohio University
Thomas Misco
Miami University
Nancy Patterson
Bowling Green State University

Transformative Multiculturalism and the Supervision of Social Studies Student Teachers: A Critical Look at One University Supervisor’s Approach

James M. M. Hartwick
Edric C. Johnson
University of Wisconsin-Whitewater

Teaching Constructive Disagreement for a Loyal Opposition, Somatically

Jonathan Miller-Lane
Greg Selover
Middlebury College


Did the Bombs Just Fall from the Sky? Examining Agency in a Text Set of World War II Children Literature

James S. Damico
Indiana University, Bloomington
Mark Baildon
National Institute of Education, Singapore
Karen L. Lowenstein
Boettcher Teachers Program, Denver, Colorado

Energizing the History Classroom: Historical Narrative Inquiry and Historical Empathy

Sherri Rae Colby

Texas A&M University, Commerce

Get Up, Get Out with Geocaching: Engaging Technology for the Social Studies Classroom

Lisa Matherson
Paul W. Bryant High School, Tuscaloosa, AL
Vivian H. Wright
Christopher T. Inman
Elizabeth K. Wilson
The University of Alabama

Inquiring about One’s Community: Conducting Community Histories with K-12 Students

Scott M. Waring
University of Central Florida



Lesson Plan: On the Town: A Community Adventure by Judith Caseley

Kristy Brugar
Michigan State University

Lucy Sprague Mitchell’s Perspectives on Social Education Meet Social Justice

Lois McFadyen Christensen
University of Alabama at Birmingham

Integrating Social Studies and Science: A Natural or Unnatural Fit?

Joyce H. Burstein
David Kretschmer
California State University, Northridge

“Zoom, Pan, and Think”: The Interactivity of Digital Maps

Todd W. Kenreich
Towson University

Editors and Editorial Board

Executive Editor
Cynthia Szymanski Sunal, the University of Alabama,
Janet Smith Strickland, The University of West Georgia,
Managing Editor
Danilo M. Baylen, University of West Georgia,
Copy Editor
Tammy Cook, University of Alabama,
Editorial Board
Lois McFadyen Christensen, University of Alabama at Birmingham,
Elizabeth K. Wilson, The University of Alabama,

Contributing Editors

Interdisciplinary Education
Elizabeth K. Wilson, The University of Alabama,
Tammy Cook, The University of Alabama,

Social Justice
Lois McFadyen Christensen, University of Alabama at Birmingham,

Technology Integration
Mark Hofer, College of William and Mary,
Kathy Swan, University of Kentucky,

NCSS Notable Trade Book
Judy Butler, University of West Georgia,

Board of Reviewers

Marsha Alibrandi
Keith Barton
Sarah Bair
Lee Bisland
Chara Bohan
Veronica Cruz Burchard
Joyce Burstein
Ruth Busby
Sandra Byrd
Steven Camicia
Kenneth Carano
June Chapin
Kay Chick
Lorraine Clevenger-Schmertzing
Dawn Corso
Jim Couch
Alden Craddock
Paulette Dilworth
Jason Endacott
Sam Evans
Thomas Fallace
Mohammed Farouk
Harvey Foyle
Cheryl Franklin
Adam Friedman
Nancy Gallavan
Laurie Gardner
Amy Good
Jill Gradwell
SG Grant
Kimberley C. Gray
Erin Groce
Barbara Hatcher
Todd Hawley
Barbara Haynes
Tina Heafner
Laura Herring
Gail Hickey
Blythe Hinitz
Janie Hubbard
Lisa Hutton
William (Bill) Irwin
Jill Jensen
Edric Johnson
Wayne Journell
Khodadad Kaviani
Lynn Kirkland
Karon LeCompte
John Lee
Andrea Libresco
Lin Lin
Lin Lintner
Mary Little
Timothy Lintner
Thomas A. Lucey
Ashley Lucas
Anand Marri
Patricia Marshall
Melissa Matusevich
Joan Mazur
Liza McAninch
Theresa McCormick
Meghan McGlinn
Andrew McMurray
Allison Nazzal
Gloria Neubert
Kathryn Obenchain
Katherine O’Connor
Carolyn O’Mahoney
Azadeh Osanloo
Judy Pace
Jeff Passe
Nancy Patterson
Linda Pickett
Dave Powell
Andre Rapoport
Todd Reese
Cynthia Williams Resor
Michelle Reidel
Jason Ritter
Beth Rubin
Susan Santoli
Ellen Santora
Timothy Skelar
Melinda Staubs
Jeremy Stoddard
Lynda Stone
Lynne Farrell Stover
Dorothy Suskind
Kathy Swan
Kathleen Tate
Jennifer Troncale
Omiunota Ukpokodu
Luis Urrieta
Kenneth Vogler
David White
Rodney White

Additional Notes

Acceptance rate for The Social Studies Research and Practice journal is 18% at the time this issue was published.