Social Studies Research and Practice
Volume 3, Number 2, Summer 2008
Reinventing Master’s Degree Study for Experienced Social Studies Teachers
Meghan McGlinn Manfra
Cheryl Mason Bolick
University of North Carolina at Chapel Hill
To improve social studies teaching and learning, teachers must engage in quality professional development experiences to deepen their pedagogical content knowledge. This paper describes a review of a Master of Education for Experienced Teachers (M.Ed.) program that reconcepulatized graduate study for teachers using Tom’s (1999) markers for reform — ongoing self-improvement, a commitment to working together collegially, and a focus on student learning. The paper also describes each of the markers and the experiences of the social studies cohort enrolled in this program. We hope that by sharing our efforts to revitalize graduate study for social studies teachers, we will stimulate continued, thoughtful reflection and discourse.
About the Author(s)…
Meghan McGlinn Manfra is an assistant professor in the Darden College of Education at Old Dominion University in Norfolk, Virginia. Currently, her research interests focus on teacher research as a professional development model and the integration of web-based resources in the social studies classroom. She may be contacted at Old Dominion University, 145 Education Building, Norfolk, VA 23529; phone: office (757) 683-6697 ? fax (757)683-5862; email: email@example.com.
Cheryl Mason Bolick is an assistant professor in the School of Education at the University of North Carolina at Chapel Hill. Her areas of teaching and research include technology integration in the social studies, digital history as a teaching tool, and social studies teacher education. She may be contacted at University of North Carolina at Chapel Hill, Peabody Hall, CB #3500, Chapel Hill, NC 27599; phone: (919) 962-9890; email: firstname.lastname@example.org.