2019
DOI: 10.1016/j.jssr.2018.07.001
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An Elementary Social Studies Teacher's Quest to Develop Democratic Citizens: The Boundaries of Ambitious Teaching

Abstract: Developing informed and participatory citizens is one of the aims of the National Council for the Social Studies’ (NCSS) vision of civic education. However, when aspiring to meet the call for meaningful civic education, teachers may find themselves at odds with other goals of accountability-driven school environments, creating contexts in which ambitious teaching becomes the answer to instilling democratic citizenship in students. The purpose of this study is to document the experience of such an ambitious tea… Show more

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Cited by 4 publications
(2 citation statements)
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“…first-year teacher, identifying as non-rural, and working in rural school), the present case sampled only one participant. Similar single participant studies have been utilized by other social studies education researchers to example specific phenomena in-depth (see Beck, 2019; Endacott & Sturtz, 2015; Engebretson, 2018; Harris, Shreiner, & Hoelting, 2017; Hawkman, 2019; Heafner & Norwood, 2019; Johnson, 2008; Obenchain, Ives, & Gardner, 2007; Obenchain, Pennington, & Orr, 2010; Thacker, Friedman, Fitchett, Journell, & Lee, 2018; Washington & Humphries, 2011).…”
Section: Methodsmentioning
confidence: 93%
“…first-year teacher, identifying as non-rural, and working in rural school), the present case sampled only one participant. Similar single participant studies have been utilized by other social studies education researchers to example specific phenomena in-depth (see Beck, 2019; Endacott & Sturtz, 2015; Engebretson, 2018; Harris, Shreiner, & Hoelting, 2017; Hawkman, 2019; Heafner & Norwood, 2019; Johnson, 2008; Obenchain, Ives, & Gardner, 2007; Obenchain, Pennington, & Orr, 2010; Thacker, Friedman, Fitchett, Journell, & Lee, 2018; Washington & Humphries, 2011).…”
Section: Methodsmentioning
confidence: 93%
“…(Field Notes, March 20, 2021) Singleton (2015) contends that educators need to be supported and empowered to have "courageous conversations" with colleagues, school leaders, and other stakeholders when addressing matters such as race in historical and contemporary contexts (p. 5). As a result, further studies should be conducted in order to analyze whether professional development focused on the content and curricular initiatives of state and national standards can support of in-service and pre-service elementary teachers' preparedness to plan and teach social studies content that meets needs, interests, and cultural assets of communities and students, particularly in school contexts where topics such as Critical Race Theory are banned (O'Kane, 2021;Heafner and Norwood, 2019;Fitchett et al, 2014b;MacPhee and Kaufman, 2014;Grant and Gradwell, 2009).…”
Section: Discussionmentioning
confidence: 99%