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Taylor & Francis
Social Studies in the New Education Policy Era: Conversations on Purposes, Perspectives, and Practices / Edition 1

Social Studies in the New Education Policy Era: Conversations on Purposes, Perspectives, and Practices / Edition 1

by Paul G. Fitchett, Kevin W. Meuwissen
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Social Studies in the New Education Policy Era is a series of compelling open-ended education policy dialogues among various social studies scholars and stakeholders. By facilitating conversations about the relationships among policy, practice, and research in social studies education, this collection illuminates various positions—some similar, some divergent—on contested issues in the field, from the effects of standardized curriculum and assessment mandates on K–12 teaching to the appropriate roles of social studies educators as public policy advocates. Chapter authors bring diverse professional experiences to the questions at hand, offering readers multiple perspectives from which to delve into well-informed discussions about social studies education in past, present, and future policy contexts.

Collectively, their commentaries aim to inspire, challenge, and ultimately strengthen readers’ beliefs about the place of social studies in present and future education policy environments.

Product Details

ISBN-13: 9781138283961
Publisher: Taylor & Francis
Publication date: 02/11/2018
Pages: 276
Product dimensions: 6.00(w) x 9.00(h) x (d)

About the Author

Paul G. Fitchett, University of North Carolina at Charlotte, USA

Kevin W. Meuwissen, University of Rochester, USA

Table of Contents

Table of Contents


Social studies in the new education policy era: Introducing conversations on purposes, perspectives, and practices

Kevin W. Meuwissen, University of Rochester

Paul G. Fitchett, University of North Carolina at Charlotte

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?"

Defining Social Studies: The Key to Bridging Gaps

Jeff Passe, California State Polytechnic University Pomona

Disparate Aims for the Social Studies Curriculum

Stephen J. Thornton, University of South Florida

Passe’s Response to Thornton

Thornton’s Response to Passe

CHAPTER 2: "To what extent are social studies standards useful and consequential as policy tools at state, district, and classroom levels?"

Policy As Metaphor

S.G. Grant, Binghamton University

Social Studies Standards: Too Little For Too Long

Tim Slekar, Edgewood College

Grant’s Response to Slekar

Slekar’s Response to Grant

CHAPTER 3: "How might policy tools and activities contribute to reprioritizing social studies education in elementary-level curriculum and instruction?"

The Promise of Policy and Action for the Reprioritization of Social Studies

Tina L. Heafner, University of North Carolina at Charlotte

Promoting Elementary Social Studies through Policy: Possibilities within Multiple Contexts of Schooling

Judith L. Pace, University of San Francisco

Heafner’s Response to Pace

Pace’s Response to Heafner

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?"

The possibilities of policy relative to the purposes of civic education

Peter Levine, Tufts University

Legislate conditions, not curriculum and pedagogy

Beth Rubin, Rutgers University

Levine’s Response to Rubin

Rubin’s Response to Levine

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?"

Finding possible policy directions in the shared purposes of history and social studies education: A Canadian perspective

Alan Sears, University of New Brunswick

Building consensus around a roadmap for inquiry in the United States

John K. Lee, North Carolina State University & Kathy Swan, University of Kentucky

Sears’s Response to Lee and Swan

Lee and Swan’s Response to Sears

CHAPTER 6: "What is the potential impact of the C3 as a policy tool on curriculum development in traditionally underrepresented social studies disciplines?"

Economic Education: Social Studies’ "Marginal" Discipline

Phillip J. VanFossen, Purdue University

Best of Times, Worst of Times: Geography Education Today

Sarah Bednarz, Texas A & M University

VanFossen’s Response to Bednarz

Bednarz’s Response to VanFossen

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?"

From Defining Content to Supporting Instruction: A Case for Core Practice Policy

Brad Fogo, San Francisco State University

"High-Leverage Practices in the Social Studies? Not so Fast": Cautious Considerations for Teaching and Learning Policy

Stephanie van Hover, University of Virginia

Fogo Response to van Hover

van Hover Response to Fogo

CHAPTER 8: "What kinds of assessment policies, practices, and tools do social studies learners and teachers deserve, and why?"

Reframing the Narrative: Research on How Students Learn as the Basis for Assessment Policy

Bruce VanSledright, University of North Carolina at Charlotte

The Center Fails: Devolving Assessment Authority to Educators

Gabriel A. Reich, Virginia Commonwealth University

VanSledright Response to Reich

Reich Response to VanSledright

CHAPTER 9: "What roles should federal and/or state departments of education play in social studies learning, teaching, and curriculum?"

Revising federal assessment policy and reprioritizing social studies education across states

Bruce Lesh, Maryland State Department of Education

When good ideas make bad policies: Having the courage to change

David Gerwin, Queens College/CUNY

Lesh’s Response to Reich

Gerwin’s Response to Gerwin

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?"

Prioritizing policy in the social studies: Orientation, context, and criteria

Todd Dinkelman, University of Georgia

Proposing A Seven-Step Social Studies Policy Advocacy Strategy

Michelle M. Herczog, Past President, National Council for the Social Studies

Dinkelman’s Response to Herczog

Herczog’s Response to Dinkelman

CHAPTER 11: "How might public policy engagement and political activism be situated within social studies teacher education programs?"

Teachers and teacher educators as public policy actors in today’s charged classrooms

Margaret Smith Crocco, Michigan State University

Critical democratic teacher education as policy engagement and political activism

Steven Camicia, Utah State University

Crocco’s Response to Camicia

Camicia’s Response to Crocco

CHAPTER 12: "What can the field of social studies education learn from policy research and reform in other domains?"

Policy Parables: Lessons of Education Policy from Outside the Social Studies

Paul G. Fitchett, University of North Carolina at Charlotte

Divergence and values in education policy: Lessons from other academic domains

Kevin W. Meuwissen, University of Rochester

Fitchett’s Response to Meuwissen

Meuwissen’s Response to Fitchett

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