The editors are pleased to announce that the website of the inaugural issue of Social Studies Research and Practice had many visitors. We continue to be excited about this new venue for promoting social studies.
In the research section of this issue, Heafner, Lipscomb, and Rock, in collaboration with NCPSSE and SCPSSE, discuss the role of testing in impacting social studies instruction in the elementary curriculum through a comparative analysis of data collected from a study of practicing elementary teachers in two states. Ukpokodu examines pre-service teachers’ perspectives on global issues after 9/11 and highlights the critical importance of preparing pre-service teachers to develop global perspectives, cultivate critical knowledge and perceptual understandings of global concerns, and nurture favorable dispositions toward global perspective pedagogy. O’Connor, Good and Green present a teleobservation pilot study focused on an innovative approach for the preparation of elementary social studies pre-service teacher candidates through the use of interactive videoconferencing to provide observations of elementary classrooms. Kaviani explores factors that influence social studies teachers’ issue-selection for classroom discussion. Rubin describes how students’ civic identities—the sense of who one is as an American citizen— are rooted in their experiences in particular schools and communities.
In the practice section of this issue, Chick discusses the use of family and community history in elementary social studies classrooms. She includes recommendations for teachers beginning history instruction with historical narratives, life stories providing students with context and background knowledge. Courtney and Haas present a WebQuest that challenges students’ understanding of the role of advertising and its influence on youth. O’Mahony discusses the social studies methods class as crucible for K-8 curricular change.
In the Technology Feature, Swan, Hofer, and Gallicchio discuss the Historical Scene Investigation (HSI) project, that builds upon the work of a number of scholars to facilitate the application and acquisition of historical thinking skills in the K-12 classroom.
In the Social Justice Feature, Christensen discusses powerful social studies learning found in Reggio Emilia, Italy.
In the Interdisciplinary Feature, Thompson considers social mathematics, the necessary integration of social studies with mathematics.