Table of Contents
Table of Contents
INTRODUCTION: Social studies in the new education policy era: Introducing conversations on purposes, perspectives, and practices
Section I - Purposes: The uncomfortable gap between what'social studies purports to do and how it is positioned in K-12 education
CHAPTER 1: "Why are there disparities among the general public, policymakers, and social studies educators relative to the aims of the social studies curriculum, and what'should be done about them?"
CHAPTER 2: "To what extent are social studies standards useful and consequential as policy tools at state, district, and classroom levels?"
CHAPTER 3: "How might policy tools and activities contribute to reprioritizing social studies education in elementary-level curriculum and instruction?"
Section II - Perspectives: Disciplinary viewpoints on social studies education policy
CHAPTER 4: "Can education policies be effective tools for encouraging youth civic engagement and activism in schools?"
CHAPTER 5: "How and to what extent does education policy unite the discipline of history to the academic subject of social studies, and is this a fruitful union?"
CHAPTER 6: "What is the potential impact of the C3 as a policy tool on curriculum development in traditionally underrepresented social studies disciplines?"
Section III - Practices: How policy impacts the enactment of curriculum and instruction in the social studies
CHAPTER 7: "Should a stronger policy emphasis be placed on domain-specific high-leverage practices or core practices in history/social studies teaching?"
CHAPTER 8: "What kinds of assessment policies, practices, and tools do social studies learners and teachers deserve, and why?"
CHAPTER 9: "What roles should federal and/or state departments of education play in social studies learning, teaching, and curriculum?"
Section IV - Advocacy: Policy activity and activism among teachers, teacher educators, and researchers in the social studies
CHAPTER 10: "What policy priorities should social studies education, as a field, advocate, and why?"
CHAPTER 11: "How might public policy engagement and political activism be situated within social studies teacher education programs?"
CHAPTER 12: "What can the field of social studies education learn from policy research and reform in other domains?"
