Examining the relationship between teachers’ discussion facilitation and their students’ reasoning

Kohlmeier, Jada; Saye, John W.

doi:10.1080/00933104.2018.1486765

Cited by 22 publications

(10 citation statements)

References 19 publications

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“…Social studies education aims to cultivate active, informed, and engaged democratic citizens (Hess, 2009; Hess & McAvoy, 2015; Keegan, 2021; Kohlmeier & Saye, 2019; Parker, 2003). Its composite disciplines are expected to do the same.…”

Section: Economics and Equitymentioning

confidence: 99%

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Adams

2022

The Journal of Social Studies Research

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The article investigates the contentious relationship between economics and social studies and considers the extent to which the dominant narratives and methodological approaches in economics are compatible with ambitious views of equity in civics education. Tensions between social studies and economics are described. These include differing views on the role of government, democracy, and equality, as well as economics' "imperious mindset" (Heilbroner, 1991, p. 463). After identifying these tensions, the article devotes significant space to recent scholarship that can bridge the civics-economics divide and introduce the kind of equity work being called for in social studies education.

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Section: Economics and Equitymentioning

confidence: 99%

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Adams

2022

The Journal of Social Studies Research

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“…With inquiry-based teaching, the social studies teacher facilitates students' research. Students use background knowledge and knowledge from their research to construct solutions to an open-ended question (Kohlmeier & Saye, 2019;Van Hover & Hicks, 2017). Through these processes, students go from being passive observers to active participants in their learning (Nokes, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Sixth-Graders' Paintings for the U.S. Food Conservation Effort: A Qualitative Study

Clabough

2021

JCSR

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In this article, a research project is discussed that examines the political messages within the paintings commissioned by the U.S. Food Administration to cause civilians during World War I to donate food for the war effort. Sixth grade students in my research project analyzed the paintings commissioned by the U.S. Food Administration and then created their own painting based on arguments in Hoover’s Food in War Speech on why U.S. civilians should donate for the food conservation effort. They also wrote a metacognitive writing piece through a Director’s Cut explaining the political messages in their painting to cause U.S. civilians to donate for the food conservation effort during World War I. I analyzed the sixth grade students’ paintings and Director’s Cuts. The findings from five students’ paintings and Director’s Cuts are provided. Finally, I close the article with a discussion section to examine takeaways from how my research study potentially adds to the body of literature on teaching with visual primary sources that contain political messages.

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“…Social constructivist theory shaped the intervention. Social constructivist theory suggests students assemble understandings through educational experiences and social interactions (Kohlmeier & Saye, 2019;Van Hover & Hicks, 2017). Social constructivists argue students view new material through the schematic optics of past learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Fourth graders’ (Re-)Reading, (historical) thinking, and (revised) writing about the black freedom movement

Bickford

Clabough

Taylor

2020

The Journal of Social Studies Research

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Elementary teachers can integrate social studies into their curriculum through thematic or interdisciplinary units. This study explores fourth-grade students’ responses to a month-long, structured inquiry. For two weeks, fourth-graders engaged in multiple readings of five secondary and fourteen primary sources using closed- and open-ended analysis questions and extemporaneous, text-based writing. For another two weeks, the writing process guided students through concept mapping, skeleton outlining, peer- and teacher-review, and revision. Three researchers examined students’ writings for criticality, complexity, and clarity. Findings yielded positive, statistically significant correlations between secondary source usage and historical significance, secondary source usage and continuity-and-change, and primary source usage and contextualization. Positive, weak correlations appear between primary source usage and sourcing. No relationship appears between corroboration and other variables. Meaning is extrapolated for classroom practice and applied to seminal studies. Limitations include a small sample of largely homogeneous, inexperienced students.

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Examining the relationship between teachers’ discussion facilitation and their students’ reasoning

Cited by 22 publications

References 19 publications

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Sixth-Graders' Paintings for the U.S. Food Conservation Effort: A Qualitative Study

Fourth graders’ (Re-)Reading, (historical) thinking, and (revised) writing about the black freedom movement

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