Teaching Public Issues in the Secondary School Classroom

Oliver, Donald W.; Newmann, Fred M.; Singleton, Laurel R.

doi:10.1080/00377996.1992.9956210

Cited by 12 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…PBHI is an instructional framework that asks students to investigate historical events within the context of social issues for the purpose of developing democratic citizens (Saye & Brush, 2004;Oliver, Newmann, & Singleton, 1992, Shaver, 1996. For example, a teacher preparing a unit on the 1920s era might ask students to consider the question of whether the government was justified in limiting personal freedoms during this period.…”

Section: Introductionmentioning

confidence: 99%

Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Howell

Saye

2016

The Journal of Social Studies Research

View full text Add to dashboard Cite

This study examined whether scaffolded lesson study might contribute to the emergence of a shared professional teaching knowledge culture among 4th grade social studies teachers. The study reports findings from a three-year lesson study professional development project that sought to develop professional teaching knowledge for problem-based historical inquiry among participating teachers. Participants included six 4th grade State History teachers from three different schools and three different school systems. Using qualitative data collected during three yearlong lesson study cycles, we present evidence that suggests that lesson study can be used to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. We suggest, however, that a combination of factors might contribute to variations in teachers' participation in that shared professional teaching knowledge culture including the degree to which the teachers embraced the public nature of lesson study. These factors include the teachers' idiosyncratic views of teaching and learning, the teachers' individual tolerance for socially constructing curricula, and the degree to which teachers acceded to cultural obstacles within elementary schooling.

show abstract

Section: Introductionmentioning

confidence: 99%

Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Howell

Saye

2016

The Journal of Social Studies Research

View full text Add to dashboard Cite

show abstract

“…Rather than focusing on what content to omit within a normal course Downloaded by [Selcuk Universitesi] at 16:30 08 February 2015 structure of history or another social studies discipline (Weinland 2012), this article instead revisits the tyranny of chronological historical progression as presented in textbooks or suggested by standards and testing-a curricular organization that is not satisfactory for social studies aims and goals (Tyler 1949). A wide variety of alternative structures exist that help reshape disciplinary content organization into structures more consistent with citizenship education, including issues-centered, thematic, project-based, and reverse chronology (Evans, Newmann, and Saxe 1996;Evans 2004;Hunt and Metcalf 1955;Misco and Patterson 2009;Oliver, Newmann, and Singleton 1992;Rugg 1931). For example, the Rugg textbooks of the 1920s and 1930s organized content to prepare students to understand the conditions and problems that they would confront as citizens (Evans 2004).…”

Section: Approaches To Powerful Social Studies Unit Designmentioning

confidence: 96%

Powerful Social Studies Unit Design: A Companion to Powerful Social Studies Teaching and Learning

Misco¹

2014

The Clearing House: A Journal of Educational Strategies, Issues

View full text Add to dashboard Cite

“…Social studies curriculum reformers have long advocated for issues-centered inquiry so that students practice the thinking, reasoning, and problem-solving necessary for citizenship (Evans, Newmann, & Saxe, 1996;Oliver, Newmann, & Singleton, 1992;Parker, Mueller, & Wendling, 1989;Saye & Brush, 2004). Yet, social studies teachers rarely use issuescentered instructional frameworks (Saye & Social Studies Inquiry Research Collaborative, 2013).…”

Section: Introductionmentioning

confidence: 99%

Integrating theory and practice: Factors shaping elementary teachers’ interpretation of an inquiry model for teaching social studies

Howell

Saye

2018

The Journal of Social Studies Research

View full text Add to dashboard Cite

This study explored the use of a scaffolded version of lesson study to develop professional teaching knowledge for problem-based historical inquiry among three 4th-grade social studies teachers who taught Alabama History at the same high-poverty elementary school. Lesson study is a collaborative professional development approach that involves teachers designing, implementing, and reflecting on instruction in recursive cycles. Drawing upon observations of lesson study planning and debriefing sessions as well as classroom instruction, researchers examined the three teachers’ adoption of professional teaching knowledge for problem-based historical inquiry following three yearlong lesson study cycles. Findings suggest lesson study can be used to cultivate professional teaching knowledge for problem-based historical inquiry among elementary social studies teachers, though the transfer of that knowledge to more typical classroom instruction is fraught with challenges. Three factors appeared to explain variations in teachers’ adoption of professional teaching knowledge for problem-based historical inquiry: the degree to which each teacher deferred to professional authorities, whether and how each teacher prioritized developing prior knowledge before higher order thinking, and the extent to which each teacher held idiosyncratic views on teaching and learning.

show abstract

Teaching Public Issues in the Secondary School Classroom

Cited by 12 publications

References 0 publications

Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Powerful Social Studies Unit Design: A Companion to Powerful Social Studies Teaching and Learning

Integrating theory and practice: Factors shaping elementary teachers’ interpretation of an inquiry model for teaching social studies

Contact Info

Product

Resources

About