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  1. added 2020-04-27
    Issues of Shaping the Students’ Professional and Terminological Competence in Science Area of Expertise in the Sustainable Development Era.Olena Lavrentieva, Victoria Pererva, Oleksandr Krupskyi, Igor Britchenko & Sardar Shabanov - 2020 - The International Conference on Sustainable Futures: Environmental, Technological, Social and Economic Matters (ICSF 2020) 166 (2020):9.
    The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen (...)
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  2. added 2020-04-22
    A Deweyan Positive Education: Psychology with Philosophy.Kylie Trask Kerr, John Quay & Gavin R. Slemp - 2019 - Oxford Review of Education 45 (6):786-801.
    Dewey’s vision for schooling can perhaps be described as an early positive education, a term now attributed to programmes derived from positive psychology. Positive psychology’s goals for education share many of Dewey’s ideas about community-mindedness and the role of education in nurturing citizenship. Having emerged from positive psychology, however, current programmes under the umbrella of positive education differ in that they are grounded in science rather than philosophy and are sometimes criticised for being morally neutral and individualistic. In this paper, (...)
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  3. added 2020-04-17
    Assessing Participation Skills: Online Discussions with Peers.Karyn L. Lai - 2012 - Assessment and Evaluation in Higher Education 37 (8):933-947.
    Many tertiary-level courses assess students’ participation in tutorial or online discussions. However, in educational and pedagogical research literature, criteria for assessing students’ skills in engaging with peers remain unclear. This article describes an online assignment with a set of participation criteria and a method for assessing the quality of students’ interactions with peers. The assignment focuses on students’ ability to utilise their critical thinking skills while engaging with peers on a particular topic. This includes abilities such as responding to criticism, (...)
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  4. added 2020-03-24
    Culture, Identity and Islamic Schooling: A Philosophical Approach.Michael S. Merry - 2007 - Palgrave-Macmillan.
    In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the situation in the Netherlands, Belgium and the United States. I examine in details notions of cultural coherence, the range of parental authority v. a child's interests, as well as the state's role in regulating religious schools.
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  5. added 2020-02-24
    Neither Parochial nor Cosmopolitan: Cultural Instruction in the Light of an African Communal Ethic.Thaddeus Metz - 2019 - Education as Change 23:1-16.
    What should be the aim when teaching matters of culture to students in public high schools and universities in Africa? One, parochial approach would focus exclusively on imparting local culture, leaving students unfamiliar with, or perhaps contemptuous of, other cultures around the world. A second, cosmopolitan approach would educate students about a wide variety of cultures in Africa and beyond it, leaving it up to them which interpretations, values, and aesthetics they will adopt. A third way, in between these two, (...)
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  6. added 2020-02-08
    Epistemologia dell'educazione. Pensiero critico, etica ed Epistemic Injustice.Alessia Marabini - forthcoming - Rome: Aracne editore.
  7. added 2020-02-03
    Mission of the University. Jose Ortega y Gasset. Translated, 1944, with an Introduction by Howard Lee Nostrand. Princeton: Princeton University Press. 1944. Iii + 103 Pp. $2.00. [REVIEW]H. T. C. - 1945 - Journal of Philosophy 42 (12):332-333.
  8. added 2020-01-21
    From Knowledge to Wisdom: A Revolution in the Aims and Methods of Science.Nicholas Maxwell - 1984 - Oxford: Blackwell.
    This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...)
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  9. added 2020-01-10
    La educación religiosa y los fines de la educación liberal. Análisis de compatibilidad.Carlos Sánchez Corrales - 2020 - Aporía. Revista Internacional de Investigaciones Filosóficas 2019 (18):57-72.
    The present paper tries to answer the question Is religious education compatible with the purposes of liberal education? This work argues that it is possible, and desirable, that democratic states built on liberal ideals include religious education in all schools since increasing the number of options among which the future citizen may choose the conception of the good with which he or she wishes to live is a condition for autonomy as one of its educational purposes. However, the proposal is (...)
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  10. added 2019-12-27
    Capitini, Aldo.Sergio Volodia Marcello Cremaschi - 2010 - Leksikon for Det 21. Århundrede.
    A brief presentation of life, activity and publications of an Italian philosopher, the founder with Guido Calogero of the Liberal-Socialist movement under the Fascist regime and the theorist of non-violence and omnicracy as the key ideas for a new left, beyond reformism and third-International state-socialism.
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  11. added 2019-12-16
    Citizenship and Education in Liberal-Democratic Societies.Kevin McDonough & Walter Feinberg (eds.) - 2003, 2007 - Oxford, UK: Oxford University Press UK.
    The essays in this volume address the educational issues which arise when national, sub-national, and supra-national identities compete. How can we determine the limits of parental educational rights when the concern of liberalism to protect and promote children's autonomy conflicts with the desire to maintain communal integrity? Given the advances made by the forces of globalization, can the liberal-democratic state morally justify its traditional purpose of forging a cohesive national identity? Or has increasing globalization rendered this educational aim obsolete and (...)
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  12. added 2019-10-20
    Review of Wm. Theodore de Bary, The Great Civilized Conversation. [REVIEW]Matthew D. Walker - 2015 - Journal of Asian Studies 74:455-456.
  13. added 2019-10-11
    Review of Education and Human Values: Reconciling Talent with an Ethics of Care. [REVIEW]Alexander Jech - 2013 - Notre Dame Philosophical Reviews.
    Education and Human Values provides valuable (if narrow) contributions to the philosophy of education and the ethics of care. The ethics of care, or care ethics, is distinguished from the three main schools of normative ethics—Kantianism and other forms of deontological rationalism, consequentialism of various kinds, and Neo-Aristotelian virtue ethics—because it takes the importance of empathy and caring relationships as its starting point. Slote has provided the outlines of such a philosophy in his earlier work, especially The Ethics of Care (...)
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  14. added 2019-10-10
    Against the Fallacy of Education as a Source of Ethics.Spyridon Kakos - 2019 - MCDSARE 3:33-41.
    For centuries, the major story of enlightenment was that education is and should be the cornerstone of our society. We try to educate people to make them respectable members of society, something which we inherently relate to being "better persons", firmly believing that education makes humans less prone to evil. Today, modern research seems to validate that premise: statistics verify that more education results to less crime. But is this picture accurate and does this mean anything regarding morality per se? (...)
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  15. added 2019-09-28
    Education, Work and Well‐Being.John White - 1997 - Journal of Philosophy of Education 31 (2):233–247.
    The paper explores relationships between work and education. It begins with the meaning of 'work' and critically examines the claim in Richard Norman and Sean Sayers that work is a basic human need. After a section on the place of autonomous and heteronomous work in personal well-being, the paper finishes with comments on education and the future of work.
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  16. added 2019-09-28
    Education and Nationality.John White - 1996 - Philosophy of Education 30 (3):327-343.
    The paper argues that nationality and national sentiment have been, until recently, neglected concepts in liberal, as distinct from conservative, political and educational philosophy, It claims that, appropriately detachedfrom nationalistic ideas associated with the political right, the promotion of national sentiment as an educational aim is not incompatible with liberalism and, more strongly, may be desirablefor reasons of personal and cultural identity as well asfor redistributive reasons. The paper then explores issues to do with British nationality inparticular, arguingfor a remodelled (...)
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  17. added 2019-09-28
    On Reconstructing the Concept of Human Potential.John White - 1986 - Philosophy of Education 20 (1):133-142.
    A critique of Israel Scheffler's account of the notion of human potential, focusing on problems with implying the existence of mental ceilings.
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  18. added 2019-09-28
    A Reply To Raymond Godfrey.John White - 1984 - Philosophy of Education 18 (1):119-121.
    Raymond Godfrey wants to show that educating a pupil for autonomy, where she is left with the option of autonomously choosing to become non-autonomous, involves no less arbitrary an imposition than, say, educating her in traditional Islamic morality. This paper is a critical discussion of his view.
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  19. added 2019-09-28
    In Defence of State-Controlled Curricula.John White - 1981 - Philosophy of Education 15 (2):255-259.
    A defence, against Scott Carson and Robert Dearden, that schools' curricula should be set by the state and no longer, as in England and Wales, by schools and teachers themselves.
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  20. added 2019-09-06
    Nation-Building Through Education: Positivism and its Transformations in Mexico.Alexander Stehn - 2019 - In Jr Sanchez (ed.), Latin American and Latinx Philosophy: A Collaborative Introduction. Routledge.
    In the second half of the nineteenth century, many Latin American intellectuals adapted the philosophy of positivism to address the pressing problems of nation-building and respond to the demands of their own social and political contexts, making positivism the second most influential tradition in the history of Latin American philosophy, after scholasticism. Since a comprehensive survey of positivism’s role across Latin American and Latinx philosophy would require multiple books, this chapter presents the history of positivism and its transformations in Mexican (...)
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  21. added 2019-08-31
    The Longitudinal Effects of STEM Identity and Gender on Flourishing and Achievement in College Physics.Viviane Seyranian, Alex Madva, Nina Abramzon, Nicole Duong, Yoi Tibbetts & Judith Harackiewicz - 2018 - International Journal of STEM Education 5 (40):1-14.
    Background. Drawing on social identity theory and positive psychology, this study investigated women’s responses to the social environment of physics classrooms. It also investigated STEM identity and gender disparities on academic achievement and flourishing in an undergraduate introductory physics course for STEM majors. 160 undergraduate students enrolled in an introductory physics course were administered a baseline survey with self-report measures on course belonging, physics identification, flourishing, and demographics at the beginning of the course and a post-survey at the end of (...)
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  22. added 2019-08-18
    Pedagogy of the Digitally Oppressed. An Analysis of E-Learning From a Philosophy of Technology Perspective.Samantha Mariel Valenzuela Hernández - 2018 - Dissertation, University of Twente
    In recent years, initiatives aiming at innovating and modernizing education and training have been deployed. Digital technologies are being integrated into educational institutions with the aim of bettering the education of skills needed in the 21st century. Learning through Massive Open Online Courses (MOOCs) is part of the strategy to promote the continuous acquisition of skills. For instance, today’s demanded competences of digital literacy and entrepreneurial mindset are taught in MOOCs, which are framed as a neutral tool that is used (...)
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  23. added 2019-07-30
    Can Inclusion Policies Deliver Educational Justice for Children with Autism? An Ethical Analysis.Michael Merry - 2020 - Journal of School Choice 14 (1):9-25.
    In this essay I ask what educational justice might require for children with autism in educational settings where “inclusion” entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argue when we attempt to answer the question “do inclusion policies deliver educational justice?” that we pay close attention to the specific dimensions of well-being for children with autism. Whatever the specifics of individual cases, both (...)
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  24. added 2019-07-13
    O que é a Educação Infantil?Khyara Fantollini dos Santos - manuscript
    Entendemos a Educação Infantil em amplo sentido, isto é, há um leque de conceitos em que pode-se gozar dentro da Pedagogia e as Ciências da Educação, é nessa modalidade de ensino que podem-se englobar todas as esferas educativas vivenciadas pelas crianças de, conforme Lei, 0 à 5 anos de idade, pela família e, também, pelo próprio corpo social, antes mesmo de atingir a idade educativa obrigatória que é, vide Lei, aproximadamente a partir dos 7 anos de idade. A EI também (...)
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  25. added 2019-07-08
    Pursuing Knowledge for Its Own Sake Amidst a World of Poverty: Reconsidering Balogun on Philosophy’s Relevance.Thaddeus Metz - 2019 - Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 8 (2):1-18.
    In this article I critically discuss Professor Oladele Abiodun Balogun’s reflections on the proper final ends of doing philosophy and related sorts of abstract, speculative, or theoretical inquiry. Professor Balogun appears to argue that one should undertake philosophical studies only insofar as they are likely to make a practical difference to people’s lives, particularly by contributing to politico-economic development, or, in other words, that one should eschew seeking knowledge for its own sake. However, there is one line of thought from (...)
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  26. added 2019-07-07
    An African Theory of the Point of Higher Education: Communion as an Alternative to Autonomy, Truth, and Citizenship (Repr.).Thaddeus Metz - forthcoming - In Amasa Ndofirepi & Ephraim Gwaravanda (eds.), African Higher Education in the 21st Century: Some Philosophical Dimensions. Brill/Sense.
    Reprint of a chapter that first appeared in Contemporary Philosophical Proposals for the University: Toward a Philosophy of Higher Education (Palgrave 2018).
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  27. added 2019-07-07
    Africanising Institutional Culture: What Is Possible and Plausible.Thaddeus Metz - 2015 - In Pedro Tabensky & Sally Matthews (eds.), Being at Home: : Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press. pp. 242-272.
    Since the transition to a constitutional order, in what respects have cultures in higher education institutions in South Africa become Africanised, and, going forward, how should they be? In this chapter I provide an overview of the major different forms that Africanisation of institutional culture could take, and I then indicate the respects in which South African universities have or have not taken them on board over the past 20 years. In addition, I provide the first comprehensive critical discussion of (...)
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  28. added 2019-06-12
    Від «додаткових класів» до «народного училища». Світський освітній заклад у Харкові 1775–1789 рр.Volodymyr Masliychuk - 2016 - Kyivan Academy 13:228-247.
    Історія виникнення світських навчальних закладів, поява нової, світської освіти потребує детального дослідження. Створення у Харкові «додаткових класів» 1768 р. — одна з перших спроб на шляху до світської школи на Слобожанщині. Від початку вона залежала від світської влади і мала широку палітру предметів, утримувала сиротинець. Однак протягом другої половини 1770-х рр. заклад набув і мілітарних рис, чому сприяв директор Іван Колбек, хоча й зберіг «класи» малювання та співів, власну структуру, принципи функціонування та матеріальне забезпечення. На відміну від багатьох інших світських (...)
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  29. added 2019-06-06
    The Education of Man.Jacques Maritain & Idella Gallagher - 1962 - Doubleday.
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  30. added 2019-06-05
    Trust as a Virtue in Education.Laura D’Olimpio - 2018 - Educational Philosophy and Theory 50 (2):193-202.
    As social and political beings, we are able to flourish only if we collaborate with others. Trust, understood as a virtue, incorporates appropriate rational emotional dispositions such as compassion as well as action that is contextual, situated in a time and place. We judge responses as appropriate and characters as trustworthy or untrustworthy based on these factors. To be considered worthy of trust, as an individual or an institution, one must do the right thing at the right time for the (...)
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  31. added 2019-06-05
    Procreation, Parenthood, and Educational Rights: Ethical and Philosophical Issues.Jaime Ahlberg - 2016 - Routledge.
    _Procreation, Parenthood, and Educational Rights_ explores important issues at the nexus of two burgeoning areas within moral and social philosophy: procreative ethics and parental rights. Surprisingly, there has been comparatively little scholarly engagement across these subdisciplinary boundaries, despite the fact that parental rights are paradigmatically ascribed to individuals responsible for procreating particular children. This collection thus aims to bring expert practitioners from these literatures into fruitful and innovative dialogue around questions at the intersection of procreation and parenthood. Among these questions (...)
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  32. added 2019-06-05
    Book Review- Identity and Personhood: Confusions and Clarifications Across Disciplines. [REVIEW]Laura D'Olimpio - 2015 - Journal of Philosophy in Schools 2 (2):83-84.
    Splitter commences this book by telling the reader that it was a pedagogical incident that led him to write it. Presenting a philosophical seminar series on the topic of ‘identity’ to bright undergraduate students in America from a range of disciplines heightened his realisation that we don’t all use the word in the same way to refer to the same thing. We wouldn’t normally think too much about it, assuming that identity, especially one’s own, is an obvious, assumed entity. However, (...)
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  33. added 2019-06-05
    Student’s Classroom Participation in English Language Teaching: The Case of Gozamen General Secondary School in Grade 10-A.Atalay Mesfin Aneteneh - 2014 - SOCRATES 2 (2):204-217.
    Student’s classroom participation in English language teaching: The case of Gozamen General Secondary School in Grade 10-A -/- Author / Authors : Atalay Mesfin Aneteneh Page no. 204-217 Discipline : Education Script/language : Roman/ English Category : Research paper/Action research Keywords: English, Teaching Elementary, Training, Action research.
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  34. added 2019-06-05
    Democratic Education. Amy Gutmann.Mark G. Yudof - 1989 - Ethics 99 (2):439-441.
  35. added 2019-06-02
    Can Patriotism Be Critical?Michael Merry - 2018 - In Mitja Sardoc (ed.), Handbook on Patriotism. Springer.
    In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the many personal and social benefits of patriotic sentiment yet which is also infused with a passion for justice. Though the argument is pragmatic given the ubiquity of patriotic sentiment, I argue that critical patriotism is able to reconcile a love of one’s country with an ardent determination to reform and improve it.
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  36. added 2019-05-21
    Indoctrination, Moral Instruction, and Nonrational Beliefs.Michael S. Merry - 2005 - Educational Theory 55 (4):399-420.
    The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion against (...)
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  37. added 2019-05-15
    Indoctrination, Islamic Schools and the Broader Scope of Harm.Michael Merry - 2018 - Theory and Research in Education 16 (2):162-178.
    Many philosophers argue that religious schools are guilty of indoctrinatory harm. I think they are right to be worried about that. But in this article, I will postulate that there are other harms for many individuals that are more severe outside the religious school. Accordingly the full scope of harm should be taken into account when evaluating the harm that some religious schools may do. Once we do that, I suggest, justice may require that we choose the lesser harm. To (...)
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  38. added 2019-05-15
    Is the Liberal Defence of Public Schools a Fantasy?Michael Merry & William New - 2017 - Critical Studies in Education 58 (3):373-389.
    In this paper, we offer a Leftist critique of standard liberal defenses of the public school. We suggest that the standard arguments employed by mainstream liberal defenders of the public school are generally inadequate because they fail to provide a credible representation of their historical object, let alone effective remedies to our current problems. Indeed, many of these narratives, in our view, are grounded in fantasies about what public schools, or teaching and learning, are or could be, as much as (...)
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  39. added 2019-05-15
    Can Intimacy Justify Home Education?Michael S. Merry & Charles Howell - 2009 - Theory and Research in Education 7 (3):363-381.
    Many parents cite intimacy as one of their reasons for deciding to educate at home. It seems intuitively obvious that home education is conducive to intimacy because of the increased time families spend together. Yet what is not clear is whether intimacy can provide justification for one’s decision to home educate. To see whether this is so, we introduce the concept of ‘attentive parenting’, which encompasses a set of family characteristics, and we examine whether and under what conditions attentive parents (...)
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  40. added 2019-04-17
    Interdisciplinary Higher Education.W. Martin Davies & Marcia Devlin - 2010 - In W. Martin Davies, Marcia Devlin & Malcolm Tight (eds.), Interdisciplinary Higher Education: Perspectives and Practicalities. Bingley, UK: pp. 3-28.
    In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, (...)
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  41. added 2019-04-04
    Can We Meet Our Mission? Examining the Professional Development of Social Studies Teachers to Support Students with Disabilities and Emergent Bilingual Learners.Ricky Dale Mullins, Thomas Williams, David Hicks & Sara Brooke Mullins - 2020 - Journal of Social Studies Research 44 (1):195-208.
  42. added 2019-04-04
    Positioning Children׳s Literature to Confront the Persistent Avoidance of LGBTQ Topics Among Elementary Preservice Teachers.Lisa Brown Buchanan, Christina Tschida, Elizabeth Bellows & Sarah B. Shear - 2020 - Journal of Social Studies Research 44 (1):169-184.
    Using a queer theory and disrupting heteronormativity framework, we applied a model lesson in the elementary methods course to understand preservice teachers’ experiences with LGBTQ individuals and families and their beliefs about utilizing children׳s literature portraying LGBTQ families in the elementary classroom. Participants reported a range of personal experiences with LGBTQ individuals and families and relatively positive responses to the family text set presented but wavered on LGBTQ themed books due to perceived conflict, religious beliefs, and ideas about what is (...)
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  43. added 2019-04-04
    Counter-Narratives as Resistance: Creating Critical Social Studies Spaces with Communities.Tommy Ender - 2019 - Journal of Social Studies Research 43 (2):133-143.
  44. added 2019-04-04
    Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School.Julie Ollila & Marisa Macy - 2019 - Journal of Social Studies Research 43 (1):33-45.
  45. added 2019-04-04
    Narrating Loss, Anxiety and Hope: Immigrant Youth׳s Narratives of Belonging and Citizenship.Binaya Subedi - 2019 - Journal of Social Studies Research 43 (2):109-121.
  46. added 2019-04-04
    Growing Democratic Citizenship Competencies: Fostering Social Studies Understandings Through Inquiry Learning in the Preschool Garden.Erin M. Casey, Cynthia F. DiCarlo & Kerry L. Sheldon - 2019 - Journal of Social Studies Research 43 (4):361-373.
  47. added 2019-04-04
    Teaching Students to “Think Like Economists” as Democratic Citizenship Preparation.Cheryl A. Ayers - 2019 - Journal of Social Studies Research 43 (4):405-419.
  48. added 2019-04-04
    “We Didn’T Have to Go Through Those Barriers”: Culturally Affirming Learning in a High School Affinity Group.Ryan Oto & Anita Chikkatur - 2019 - Journal of Social Studies Research 43 (2):145-157.
  49. added 2019-04-04
    Reifying Common Sense: Writing the 6–12 Missouri Social Studies Content Standards.Alexander Cuenca & Andrea M. Hawkman - 2019 - Journal of Social Studies Research 43 (1):57-68.
  50. added 2019-04-04
    Students׳ Use of Data Visualizations in Historical Reasoning: A Think-Aloud Investigation with Elementary, Middle, and High School Students.Tamara L. Shreiner - 2019 - Journal of Social Studies Research 43 (4):389-404.
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