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The disciplinary and critical divide in social studies teach...

Total de citas: 14

Artículo citado
Toolboxes for Teaching in the Middle Grades : Opportunities to Learn in Two Preparation Pathways (2012) Vol. 40 Núm. 2 Pág. 164-191
Preparing for the Educational Black Hole? Teachers' Learning in Two Pathways into Middle School Social Studies Teaching (2010) Vol. 38 Núm. 1 Pág. 48-79
Disrupting the Official Curriculum : Cultural Biography and the Curriculum Decision Making of Latino Preservice Teachers (2010) Vol. 38 Núm. 3 Pág. 428-463
Knowledge Transmission Versus Social Transformation : A critical analysis of purpose in elementary social studies methods textbooks (2015) Vol. 43 Núm. 1 Pág. 102-134
Framing Preservice Teachers' Interpretations of Graphic Novels in the Social Studies Classroom (2011) Vol. 39 Núm. 3 Pág. 416-446
A turn to practice : Core practices in social studies teacher education (2020) Vol. 48 Núm. 4 Pág. 583-610
The tensions between Indigenous sovereignty and multicultural citizenship education : Toward an anticolonial approach to civic (2019) Vol. 47 Núm. 3 Pág. 311-346
What Preservice Social Studies Teachers (Don't) Know About Politics and Current Events-And Why It Matters (2013) Vol. 41 Núm. 3 Pág. 316-351
Interpretive frames for responding to racially stressful moments in history discussions (2020) Vol. 48 Núm. 3 Pág. 321-345
History is critical : Addressing the false dichotomy between historical inquiry and criticality (2022) Vol. 50 Núm. 2 Pág. 173-195
Revitalizing Critical Discourses in Social Education : Opportunities for a More Complexified (Un)Knowing (2013) Vol. 41 Núm. 4 Pág. 476-493
Feminism, Neoliberalism, and Social Studies (2011) Vol. 39 Núm. 1 Pág. 6-30
Revealing Praxis : A Study of Professional Learning and Development as a Beginning Social Studies Teacher Educator (2010) Vol. 38 Núm. 4 Pág. 545-573
Attention to learners, subject, or teaching: What takes precedence as preservice candidates learn to teach historical thinking and reading? (2009) Vol. 37 Núm. 1 Pág. 101-135