Versión BETA.
El contenido de este portal está en proceso de consolidación y podrían producirse ajustes
IDR
Indicadores Dialnet
arrow_back
Volver a la revista
Theory and research in social education
Teaching for citizenship : Instructional practices and open ...
Total de citas: 14
Artículo citado
Barriers to the Promotion of Higher-Order Thinking in Social Studies
(1991)
Vol. 19
Núm. 4
Pág. 341-366
Adolescents Developing Civic Identities : Sociocultural Perspectives on Simulations and Role-Play in a Civic Classroom
(2017)
Vol. 45
Núm. 2
Pág. 189-217
Youth Developing Political Efficacy Through Social Learning Experiences : Becoming Active Participants in a Supportive Model United Nations Club
(2018)
Vol. 46
Núm. 3
Pág. 410-448
Contained risk-taking : Preparing preservice teachers to teach controversial issues in three countries
(2019)
Vol. 47
Núm. 2
Pág. 228-260
Learning Inclusion/Inclusion in Learning : Citizenship Education for a Pluralistic Society
(1993)
Vol. 21
Núm. 4
Pág. 341-384
Is Dialogic Questioning Possible in Social Studies Classrooms?
(2008)
Vol. 36
Núm. 4
Pág. 391-412
A Social Studies Teacher's Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom
(2011)
Vol. 39
Núm. 1
Pág. 92-114
Fostering Critical Dialogue Across Cultural Differences : A Study of Immigrant Teachers' Interventions in Diverse Schools
(2008)
Vol. 36
Núm. 4
Pág. 413-440
The primacy of relation : Social studies teachers and the praxis of critical pedagogy
(2019)
Vol. 47
Núm. 1
Pág. 1-28
Are We Simulating the Status Quo? Ideology and Social Studies Simulations
(2008)
Vol. 36
Núm. 3
Pág. 256-277
Students' Conceptual Knowledge and Process Skills in Civic Education : Identifying Cognitive Profiles and Classroom Correlates
(2012)
Vol. 40
Núm. 1
Pág. 1-34
Learning History in Schools: The Impact of Course Work and Instructional Practices on Achievement
(2001)
Vol. 29
Núm. 1
Pág. 18-42
Developing Citizens for Democracy?: Assessing Opportunities to Learn in Chicago's Social Studies Classrooms
(2000)
Vol. 28
Núm. 3
Pág. 311-338
From deliberation to counter-narration : Toward a critical pedagogy for democratic citizenship
(2020)
Vol. 48
Núm. 3
Pág. 431-454