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References Final

This document contains a list of 16 references related to social studies education. The references cover topics such as project-based learning, student-centered teaching methods, engaging students in history, using essential questions and debates in the classroom, connecting past and present, and fostering active citizenship. Many of the references are from academic journals focused on social studies, history education, and curriculum studies.

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111 views2 pages

References Final

This document contains a list of 16 references related to social studies education. The references cover topics such as project-based learning, student-centered teaching methods, engaging students in history, using essential questions and debates in the classroom, connecting past and present, and fostering active citizenship. Many of the references are from academic journals focused on social studies, history education, and curriculum studies.

Uploaded by

api-509187625
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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References

Dicamillo, L. (2010). Linking Teaching for Understanding to Practice in a U.S. History Class. The Social
Studies, 101(1), 10–16. doi: 10.1080/00377990903284088
Jena, S. S., & Behera, D. (n.d.). Constructivist Approach: An Outlook towards Assessment of Student Learning.
Larmer, J. (2018). Project-Based Learning in Social Studies. Social Education, 82(1), 20–23.
Maloy, R. W. & LaRoche, I. (2010) Student-Centered Teaching Methods in the History Classroom: Ideas,
Issues, and Insights for New Teachers. Social Studies Research and Practice, 5(2), 46-61.
Marks, H. M. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and
High School Years. American Educational Research Journal, 37(1), 153–184. doi:
10.3102/00028312037001153
Obenchain, K. M., Orr, A., & Davis, S. H. (2011). The Past as a Puzzle: How Essential Questions Can Piece
Together a Meaningful Investigation of History. The Social Studies, 102(5), 190–199. doi:
10.1080/00377996.2010.543193
Saavedra, C., & Camicia, S. (2009). A New Childhood Social Studies Curriculum for a New Generation of
Citizenship. The International Journal of Childrens Rights, 17(3), 501–517. doi:
10.1163/157181809x441362
Straaten, D. V., Wilschut, A., & Oostdam, R. (2015). Making history relevant to students by connecting past,
present and future: a framework for research. Journal of Curriculum Studies, 48(4), 479–502. doi:
10.1080/00220272.2015.1089938
Treme, J. (2018). Classroom Debates: Using Speed Rounds To Encourage Greater Participation. College
Teaching, 66(2), 86–87. doi: 10.1080/87567555.2017.1416330
Uhrmacher, P. B. (2009). Toward a Theory of Aesthetic Learning Experiences. Curriculum Inquiry, 39(5), 613–
636. doi: 10.1111/j.1467-873x.2009.00462.
Wright-Maley, C. (2016). “Their definition of rigor is different than ours”: The promise and challenge of
enactivist pedagogies in the social studies classroom. Cogent Education, 3(1). doi:
10.1080/2331186x.2016.1140557
Wood, B. E., Taylor, R. M., Atkins, R. A. (2013). Fostering active citizenship through the New Zealand social
studies curriculum: Teachers ‘perceptions and practices of social action. New Zealand Journal of
Educational Studies, 48(2).
Worthington, T. A. (2018). Letting Students Control Their Own Learning: Using Games, Role-Plays, and
Simulations in Middle School U.S. History Classrooms. The Social Studies, 109(2), 136–150. doi:
10.1080/00377996.2018.1460791

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