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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