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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.
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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Paul G. Fitchett, University of North Carolina at Charlotte, USA Kevin W. Meuwissen, University of Rochester, USA
Inhaltsangabe
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?"
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?"
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