Social Studies in the New Education Policy Era
Conversations on Purposes, Perspectives, and Practices
Herausgeber: Fitchett, Paul G; Meuwissen, Kevin W
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Social Studies in the New Education Policy Era
Conversations on Purposes, Perspectives, and Practices
Herausgeber: Fitchett, Paul G; Meuwissen, Kevin W
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This volume features a series of compelling open-ended education policy dialogues among various scholars and stakeholders. Their commentaries aim to inspire, challenge, and strengthen readers' beliefs about the place of social studies in present and future education policy environments.
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This volume features a series of compelling open-ended education policy dialogues among various scholars and stakeholders. Their commentaries aim to inspire, challenge, and strengthen readers' beliefs about the place of social studies in present and future education policy environments.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 262
- Erscheinungstermin: 9. Februar 2018
- Englisch
- Abmessung: 229mm x 152mm x 15mm
- Gewicht: 376g
- ISBN-13: 9781138283961
- ISBN-10: 1138283967
- Artikelnr.: 50983804
- Verlag: Taylor & Francis
- Seitenzahl: 262
- Erscheinungstermin: 9. Februar 2018
- Englisch
- Abmessung: 229mm x 152mm x 15mm
- Gewicht: 376g
- ISBN-13: 9781138283961
- ISBN-10: 1138283967
- Artikelnr.: 50983804
Paul G. Fitchett, University of North Carolina at Charlotte, USA Kevin W. Meuwissen, University of Rochester, USA
Table of Contents
INTRODUCTION: Social studies in the new education policy era: Introducing
conversations on purposes, perspectives, and practices
Section I - Purposes: The uncomfortable gap between what social studies
purports to do and how it is positioned in K-12 education
CHAPTER 1: "Why are there disparities among the general public,
policymakers, and social studies educators relative to the aims of the
social studies curriculum, and what should be done about them?"
CHAPTER 2: "To what extent are social studies standards useful and
consequential as policy tools at state, district, and classroom levels?"
CHAPTER 3: "How might policy tools and activities contribute to
reprioritizing social studies education in elementary-level curriculum and
instruction?"
Section II - Perspectives: Disciplinary viewpoints on social studies
education policy
CHAPTER 4: "Can education policies be effective tools for encouraging youth
civic engagement and activism in schools?"
CHAPTER 5: "How and to what extent does education policy unite the
discipline of history to the academic subject of social studies, and is
this a fruitful union?"
CHAPTER 6: "What is the potential impact of the C3 as a policy tool on
curriculum development in traditionally underrepresented social studies
disciplines?"
Section III - Practices: How policy impacts the enactment of curriculum and
instruction in the social studies
CHAPTER 7: "Should a stronger policy emphasis be placed on domain-specific
high-leverage practices or core practices in history/social studies
teaching?"
CHAPTER 8: "What kinds of assessment policies, practices, and tools do
social studies learners and teachers deserve, and why?"
CHAPTER 9: "What roles should federal and/or state departments of education
play in social studies learning, teaching, and curriculum?"
Section IV - Advocacy: Policy activity and activism among teachers, teacher
educators, and researchers in the social studies
CHAPTER 10: "What policy priorities should social studies education, as a
field, advocate, and why?"
CHAPTER 11: "How might public policy engagement and political activism be
situated within social studies teacher education programs?"
CHAPTER 12: "What can the field of social studies education learn from
policy research and reform in other domains?"
INTRODUCTION: Social studies in the new education policy era: Introducing
conversations on purposes, perspectives, and practices
Section I - Purposes: The uncomfortable gap between what social studies
purports to do and how it is positioned in K-12 education
CHAPTER 1: "Why are there disparities among the general public,
policymakers, and social studies educators relative to the aims of the
social studies curriculum, and what should be done about them?"
CHAPTER 2: "To what extent are social studies standards useful and
consequential as policy tools at state, district, and classroom levels?"
CHAPTER 3: "How might policy tools and activities contribute to
reprioritizing social studies education in elementary-level curriculum and
instruction?"
Section II - Perspectives: Disciplinary viewpoints on social studies
education policy
CHAPTER 4: "Can education policies be effective tools for encouraging youth
civic engagement and activism in schools?"
CHAPTER 5: "How and to what extent does education policy unite the
discipline of history to the academic subject of social studies, and is
this a fruitful union?"
CHAPTER 6: "What is the potential impact of the C3 as a policy tool on
curriculum development in traditionally underrepresented social studies
disciplines?"
Section III - Practices: How policy impacts the enactment of curriculum and
instruction in the social studies
CHAPTER 7: "Should a stronger policy emphasis be placed on domain-specific
high-leverage practices or core practices in history/social studies
teaching?"
CHAPTER 8: "What kinds of assessment policies, practices, and tools do
social studies learners and teachers deserve, and why?"
CHAPTER 9: "What roles should federal and/or state departments of education
play in social studies learning, teaching, and curriculum?"
Section IV - Advocacy: Policy activity and activism among teachers, teacher
educators, and researchers in the social studies
CHAPTER 10: "What policy priorities should social studies education, as a
field, advocate, and why?"
CHAPTER 11: "How might public policy engagement and political activism be
situated within social studies teacher education programs?"
CHAPTER 12: "What can the field of social studies education learn from
policy research and reform in other domains?"
Table of Contents
INTRODUCTION: Social studies in the new education policy era: Introducing
conversations on purposes, perspectives, and practices
Section I - Purposes: The uncomfortable gap between what social studies
purports to do and how it is positioned in K-12 education
CHAPTER 1: "Why are there disparities among the general public,
policymakers, and social studies educators relative to the aims of the
social studies curriculum, and what should be done about them?"
CHAPTER 2: "To what extent are social studies standards useful and
consequential as policy tools at state, district, and classroom levels?"
CHAPTER 3: "How might policy tools and activities contribute to
reprioritizing social studies education in elementary-level curriculum and
instruction?"
Section II - Perspectives: Disciplinary viewpoints on social studies
education policy
CHAPTER 4: "Can education policies be effective tools for encouraging youth
civic engagement and activism in schools?"
CHAPTER 5: "How and to what extent does education policy unite the
discipline of history to the academic subject of social studies, and is
this a fruitful union?"
CHAPTER 6: "What is the potential impact of the C3 as a policy tool on
curriculum development in traditionally underrepresented social studies
disciplines?"
Section III - Practices: How policy impacts the enactment of curriculum and
instruction in the social studies
CHAPTER 7: "Should a stronger policy emphasis be placed on domain-specific
high-leverage practices or core practices in history/social studies
teaching?"
CHAPTER 8: "What kinds of assessment policies, practices, and tools do
social studies learners and teachers deserve, and why?"
CHAPTER 9: "What roles should federal and/or state departments of education
play in social studies learning, teaching, and curriculum?"
Section IV - Advocacy: Policy activity and activism among teachers, teacher
educators, and researchers in the social studies
CHAPTER 10: "What policy priorities should social studies education, as a
field, advocate, and why?"
CHAPTER 11: "How might public policy engagement and political activism be
situated within social studies teacher education programs?"
CHAPTER 12: "What can the field of social studies education learn from
policy research and reform in other domains?"
INTRODUCTION: Social studies in the new education policy era: Introducing
conversations on purposes, perspectives, and practices
Section I - Purposes: The uncomfortable gap between what social studies
purports to do and how it is positioned in K-12 education
CHAPTER 1: "Why are there disparities among the general public,
policymakers, and social studies educators relative to the aims of the
social studies curriculum, and what should be done about them?"
CHAPTER 2: "To what extent are social studies standards useful and
consequential as policy tools at state, district, and classroom levels?"
CHAPTER 3: "How might policy tools and activities contribute to
reprioritizing social studies education in elementary-level curriculum and
instruction?"
Section II - Perspectives: Disciplinary viewpoints on social studies
education policy
CHAPTER 4: "Can education policies be effective tools for encouraging youth
civic engagement and activism in schools?"
CHAPTER 5: "How and to what extent does education policy unite the
discipline of history to the academic subject of social studies, and is
this a fruitful union?"
CHAPTER 6: "What is the potential impact of the C3 as a policy tool on
curriculum development in traditionally underrepresented social studies
disciplines?"
Section III - Practices: How policy impacts the enactment of curriculum and
instruction in the social studies
CHAPTER 7: "Should a stronger policy emphasis be placed on domain-specific
high-leverage practices or core practices in history/social studies
teaching?"
CHAPTER 8: "What kinds of assessment policies, practices, and tools do
social studies learners and teachers deserve, and why?"
CHAPTER 9: "What roles should federal and/or state departments of education
play in social studies learning, teaching, and curriculum?"
Section IV - Advocacy: Policy activity and activism among teachers, teacher
educators, and researchers in the social studies
CHAPTER 10: "What policy priorities should social studies education, as a
field, advocate, and why?"
CHAPTER 11: "How might public policy engagement and political activism be
situated within social studies teacher education programs?"
CHAPTER 12: "What can the field of social studies education learn from
policy research and reform in other domains?"