Social Studies Research and Practice is currently seeking applications for the editorship of our Interdisciplinary Education feature. In addition, we are requesting submissions for the special theme issue on economics scheduled for Spring, 2012. Both the application and call for submissions can be found on the main page of this issue. We look forward to hearing from many of you.
This issue of SSRP includes research, action research, practice, and special features written by leaders in the field of social studies.
The research section includes an in-depth look at the general features of historical fiction and ways of using this type of text in classrooms and a study that examines teachers’ perceptions of preparedness on 9/11 to engage it as a learning event. Studies related to teacher education include a qualitative study examining pre-service social studies teachers’ perceptions of the main benefits and challenges of teaching globalization and related global issues, case studies of three student teachers negotiating the demands of the National Council of the Social Studies’ (NCSS) five characteristics of powerful teaching and learning, and an examination of how a social studies methods course, with an emphasis in civic education, is taught and carried through from its original implementation within a teacher education social studies course to practicing teachers’ classrooms. The one action research article focuses on how one student teacher shifted his planning from teacher activities to student learning during a semester-long student-teaching practicum course in social studies.
The articles in the Practice section of the journal will be of interest to social studies teachers at all levels. The topics in this section include hazard education, the role of children’s literature in the development of citizenship education in social studies classrooms, a practical sequencing framework that assists middle grades social studies teachers in designing effective instructional units that connect and integrate all of the social studies disciplines, and cereal box dioramas of Native American cultures from different parts of the United States.
Dr. Judy Butler has provided an in-depth discussion of the lessons in the Notable Trade Books section. The articles in the special features include a look at Title IX and the discrepancies in pay for male and female professor ranks, a discussion of challenging students to create digital documentary films in history courses to engage them in both mastery of content knowledge and higher order thinking experiences, and an examination of deliberate self-study, coupled with professional collaborations across school and university boundaries, to improve learning outcomes for all.