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The Wiley Handbook of Social Studies Research
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Table of Contents

Notes on Contributors vii Foreword xvi Acknowledgments xviii 1 Introduction to the Wiley Handbook of Social Studies Research 1 Meghan McGlinn Manfra and Cheryl Mason Bolick Section I: Foundations of Social Studies Research 7 2 A Concise Historiography of the Social Studies 9 Stephen J. Thornton 3 The Intellectual History of the Social Studies 42 Thomas Fallace 4 Quantitative Research and Large ]Scale Secondary Analysis in Social Studies 68 Paul G. Fitchett and Tina L. Heafner 5 Qualitative Inquiry in Social Studies Research 95 Todd Dinkelman and Alexander Cuenca 6 Practitioner Research in the Social Studies: Findings from Action Research and Self-Study 132 Meghan McGlinn Manfra 7 Exemplars from the Field of Social Studies Education Research 168 Patricia G. Avery and Keith C. Barton Section II: Frameworks Guiding Social Studies Research 189 8 Critical Theory(s) 191 Catherine Cornbleth 9 A Critical Race Theory Analysis of Social Studies Research, Theory and Practice 209 Oscar Navarro and Tyrone C. Howard 10 Gender and Feminist Scholarship in Social Studies Research: A Dynamic Theoretical Framework Living on the Edges 227 Chara Haeussler Bohan 11 Sexuality and Queer Theory in the Social Studies 254 J. B. Mayo, Jr. 12 Social Constructivism and Student Learning in Social Studies 270 Stephanie van Hover and David Hicks 13 Democratic Citizenship Education: Research Across Multiple Landscapes and Contexts 287 Antonio J. Castro and Ryan T. Knowles Section III: Teaching and Learning Social Studies 319 14 Teaching and Learning about Controversial Issues and Topics in the Social Studies: A Review of the Research 321 Li ]Ching Ho, Paula McAvoy, Diana Hess, and Brian Gibbs 15 Disciplined Inquiry in Social Studies Classrooms 336 John W. Saye 16 Becoming an "Expert" Social Studies Teacher: What We Know about Teacher Education and Professional Development 360 Margaret Smith Crocco and Ellen Livingston 17 Children's Learning and Understanding in their Social World 385 Anne ]Lise Halvorsen 18 Leveraging Literacy: Research on Critical Reading in the Social Studies 414 Ilene R. Berson, Michael J. Berson, Danielle V. Dennis, and Rebecca Lovering Powell 19 Emergent Bilinguals in the Social Studies 440 Cinthia S. Salinas, Noreen Naseem Rodriguez, and Brooke Blevins 20 The Problem of Knowing What Students Know: Classroom ]Based and Large ]Scale Assessment in Social Studies 461 S. G. Grant 21 Media and Social Studies Education 477 Jeremy D. Stoddard and Alan S. Marcus 22 The Diffusion of Technology into the Social Studies 499 Cheryl Mason Bolick 23 Global Education 518 David L. Grossman 24 Social Studies Scholarship Past, Present, and Future 569 Carole L. Hahn Index 596

About the Author

MEGHAN MCGLINN MANFRA is Associate Professor of Social Studies Education in the College of Education at North Carolina State University. Her research focuses on integrating action research into teacher professional development and the integration of digital history materials in secondary social studies education. She is a former high school history teacher. She is also the past chair of the National Council for the Social Studies' College and University Faculty Assembly and the American Educational Research Association's Social Studies Research Special Interest Group. She is co-editor of the technology section of Social Education. Dr. Manfra has contributed to many prestigious educational journals. CHERYL MASON BOLICK is Associate Professor in the School of Education at the University of North Carolina at Chapel Hill. Her research emphasis is on social studies teacher education and the integration of technology in social studies education. Guiding students through historical inquiry with primary sources is at the core of her teaching and research. She is a former board member of the National Council for the Social Studies' College and University Faculty Assembly. She is co-author of a leading textbook in social studies education, Teaching Social Studies in the Middle and Secondary Classroom (6th edition, 2012). Dr. Bolick's research has been published in numerous major educational journals.

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