Pub Date : 2023-07-03DOI: 10.1108/ssrp-02-2023-0011
Cory Callahan, Bahtije Gerbeshi Zylfiu
PurposeHere the authors thoroughly explore a field-tested exchange of ideas, a discussion. The authors share a robust discussion script that models a wise-practice pedagogical approach for promoting civic competence [problem-based historical inquiry (PBHI)] and then describe precisely how the discussion is an exemplar of that approach.Design/methodology/approachScores of teachers and teacher educators have participated in this discussion in real-world classroom settings. This was first experienced during a professional development seminar at the University of Prishtina in Kosovo when the first author, working with Kosovar colleagues including the second author, led this seemingly impromptu discussion of major values in conflict over the issue of whether Kosovo's government should make tobacco use illegal. This has since been implemented in several undergraduate and graduate education courses in the United States of America.FindingsThe discussion script contains two types of text: (1) traditional text – default formatting – which constitutes the semi-structured wording a discussion leader would say aloud and (2) supplementary text – italicized formatting – that provides educative suggestions for professional development.Originality/valueFinally, the authors share suggestions for revising this discussion for future iterations and ways teachers and teacher educators can further develop the skills for facilitating discussions.
{"title":"Exploring a field-tested, substantive exchange of ideas: a discussion","authors":"Cory Callahan, Bahtije Gerbeshi Zylfiu","doi":"10.1108/ssrp-02-2023-0011","DOIUrl":"https://doi.org/10.1108/ssrp-02-2023-0011","url":null,"abstract":"PurposeHere the authors thoroughly explore a field-tested exchange of ideas, a discussion. The authors share a robust discussion script that models a wise-practice pedagogical approach for promoting civic competence [problem-based historical inquiry (PBHI)] and then describe precisely how the discussion is an exemplar of that approach.Design/methodology/approachScores of teachers and teacher educators have participated in this discussion in real-world classroom settings. This was first experienced during a professional development seminar at the University of Prishtina in Kosovo when the first author, working with Kosovar colleagues including the second author, led this seemingly impromptu discussion of major values in conflict over the issue of whether Kosovo's government should make tobacco use illegal. This has since been implemented in several undergraduate and graduate education courses in the United States of America.FindingsThe discussion script contains two types of text: (1) traditional text – default formatting – which constitutes the semi-structured wording a discussion leader would say aloud and (2) supplementary text – italicized formatting – that provides educative suggestions for professional development.Originality/valueFinally, the authors share suggestions for revising this discussion for future iterations and ways teachers and teacher educators can further develop the skills for facilitating discussions.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125870888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1108/ssrp-12-2022-0036
Tina M. Ellsworth, Karen Burgard
PurposeThe purpose of this paper is to illuminate for teachers how the suffrage movement is centered in whiteness. The authors posit that this historical erasure is intentional, and teachers should actively find ways to counter that erasure. This paper positions teachers to ask critical questions of dominant narratives, and have students do the same.Design/methodology/approachGiven the existence of historical erasure and the absence of Black suffrage stories, the authors sought to build teachers' content base by conducting a historiography of the dominant narrative of the women's suffrage movement. They examined how state standards and popular online archival collections perpetuate the dominant narrative. They provide teachers with a rich content base and include primary sources they could use to teach this content to their students.FindingsUnsurprising, the Texas and Missouri state standards do little to advance the voices of underrepresented people, especially when it comes to the suffrage movement. Likewise, archival collections are limited by the choice of those who curated the collections. The article presents teachers with lesser known stories of the movement and accompanying primary sources.Practical implicationsTeachers cannot teach what they do not know. So the authors sought to build a teacher's content base so they could tell a more inclusive history. They want to help teachers identify dominant narratives and where historical erasure is happening, and commit to asking critical questions of those narratives and seek to diversity their histories.Originality/valueThis piece is original because much of this content is missing from current history classrooms. In addition, the primary sources and additional resources provided can strengthen a teacher's ability to teach about it.
{"title":"Widening the lens: towards a more inclusive suffrage story","authors":"Tina M. Ellsworth, Karen Burgard","doi":"10.1108/ssrp-12-2022-0036","DOIUrl":"https://doi.org/10.1108/ssrp-12-2022-0036","url":null,"abstract":"PurposeThe purpose of this paper is to illuminate for teachers how the suffrage movement is centered in whiteness. The authors posit that this historical erasure is intentional, and teachers should actively find ways to counter that erasure. This paper positions teachers to ask critical questions of dominant narratives, and have students do the same.Design/methodology/approachGiven the existence of historical erasure and the absence of Black suffrage stories, the authors sought to build teachers' content base by conducting a historiography of the dominant narrative of the women's suffrage movement. They examined how state standards and popular online archival collections perpetuate the dominant narrative. They provide teachers with a rich content base and include primary sources they could use to teach this content to their students.FindingsUnsurprising, the Texas and Missouri state standards do little to advance the voices of underrepresented people, especially when it comes to the suffrage movement. Likewise, archival collections are limited by the choice of those who curated the collections. The article presents teachers with lesser known stories of the movement and accompanying primary sources.Practical implicationsTeachers cannot teach what they do not know. So the authors sought to build a teacher's content base so they could tell a more inclusive history. They want to help teachers identify dominant narratives and where historical erasure is happening, and commit to asking critical questions of those narratives and seek to diversity their histories.Originality/valueThis piece is original because much of this content is missing from current history classrooms. In addition, the primary sources and additional resources provided can strengthen a teacher's ability to teach about it.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134344335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1108/ssrp-10-2022-0027
Emily Rae Steigerwald
{"title":"NCSS notable trade book lesson plan","authors":"Emily Rae Steigerwald","doi":"10.1108/ssrp-10-2022-0027","DOIUrl":"https://doi.org/10.1108/ssrp-10-2022-0027","url":null,"abstract":"","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121525742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-10DOI: 10.1108/ssrp-07-2022-0020
O. M. Odebiyi
PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.
{"title":"Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry","authors":"O. M. Odebiyi","doi":"10.1108/ssrp-07-2022-0020","DOIUrl":"https://doi.org/10.1108/ssrp-07-2022-0020","url":null,"abstract":"PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125790914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1108/ssrp-06-2022-0014
H. Parkhouse, Ejana Bennett
PurposeCulturally responsive teaching is widely recognized as beneficial to students, especially those from historically marginalized communities. The social studies literature includes many studies of what culturally responsive teaching looks like in practice and how it can be taught to pre-service teachers. However, little is known about how in-service social studies teachers advance their knowledge and skills in this area. Studies of professional development (PD) suggest action research is a powerful format for teacher learning, but few closely examine the specific mechanisms through which action research fosters culturally responsive teaching.Design/methodology/approachThis qualitative case study of three secondary social studies teachers draws on the following data: two in-depth interviews with each teacher, audio recordings of action research meetings, project artifacts and field notes. Data were analyzed through multiple rounds of inductive and deductive coding using a codebook developed by a diverse group of researchers. The teacher participants reviewed and confirmed the findings.FindingsAll three teachers expanded their use of culturally responsive social studies instruction through systematic inquiry into their own interactions with students. The action research process fostered this growth through the following specific mechanisms: reflecting and reading independently, using data to strengthen relationships and leveraging a structure for addressing race and power in the curriculum.Originality/valueThis study illustrates how teacher action research can foster culturally responsive teaching by allowing educators to self-direct their own critical reflection and data gathering on inequities in their schools. It can also provide a structure for elevating histories that have traditionally been marginalized in standardized curricula.
{"title":"Exploring social studies teachers' use of action research to enhance cultural responsiveness","authors":"H. Parkhouse, Ejana Bennett","doi":"10.1108/ssrp-06-2022-0014","DOIUrl":"https://doi.org/10.1108/ssrp-06-2022-0014","url":null,"abstract":"PurposeCulturally responsive teaching is widely recognized as beneficial to students, especially those from historically marginalized communities. The social studies literature includes many studies of what culturally responsive teaching looks like in practice and how it can be taught to pre-service teachers. However, little is known about how in-service social studies teachers advance their knowledge and skills in this area. Studies of professional development (PD) suggest action research is a powerful format for teacher learning, but few closely examine the specific mechanisms through which action research fosters culturally responsive teaching.Design/methodology/approachThis qualitative case study of three secondary social studies teachers draws on the following data: two in-depth interviews with each teacher, audio recordings of action research meetings, project artifacts and field notes. Data were analyzed through multiple rounds of inductive and deductive coding using a codebook developed by a diverse group of researchers. The teacher participants reviewed and confirmed the findings.FindingsAll three teachers expanded their use of culturally responsive social studies instruction through systematic inquiry into their own interactions with students. The action research process fostered this growth through the following specific mechanisms: reflecting and reading independently, using data to strengthen relationships and leveraging a structure for addressing race and power in the curriculum.Originality/valueThis study illustrates how teacher action research can foster culturally responsive teaching by allowing educators to self-direct their own critical reflection and data gathering on inequities in their schools. It can also provide a structure for elevating histories that have traditionally been marginalized in standardized curricula.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132340869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1108/ssrp-11-2022-0028
K. Magill, Liz Harrelson Magill
PurposeThe purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.Design/methodology/approachThe authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.FindingsSocratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.Practical implicationsThe authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.Social implicationsThe authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.Originality/valueThe authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.
{"title":"Socratic seminar: a transformational approach to vertical and horizontal historical analysis","authors":"K. Magill, Liz Harrelson Magill","doi":"10.1108/ssrp-11-2022-0028","DOIUrl":"https://doi.org/10.1108/ssrp-11-2022-0028","url":null,"abstract":"PurposeThe purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.Design/methodology/approachThe authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.FindingsSocratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.Practical implicationsThe authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.Social implicationsThe authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.Originality/valueThe authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114692553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1108/ssrp-10-2022-0025
D. Adeniji, M. Foster
PurposeThe purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.Design/methodology/approachThe authors draw from Black feminist approach to provide authentic, liberatory anti-racist pedagogy, ensuring that the identities and cultural knowledge of Black, indigenous and people of color (BIPOC) pre-service teachers (PSTs) are given space in anti-racist education and social studies courses.FindingsThe study’s findings show that creating systems for (re)constructing performative anti-racist courses disrupt whiteness and whitewashed pedagogy in teacher preparation programs.Originality/valueThe implications of the authors’ experiences reflect that centering abolitionist teaching methods can bolster BIPOC PSTs anti-racist identities and future practices in diverse classrooms.
{"title":"(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants","authors":"D. Adeniji, M. Foster","doi":"10.1108/ssrp-10-2022-0025","DOIUrl":"https://doi.org/10.1108/ssrp-10-2022-0025","url":null,"abstract":"PurposeThe purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.Design/methodology/approachThe authors draw from Black feminist approach to provide authentic, liberatory anti-racist pedagogy, ensuring that the identities and cultural knowledge of Black, indigenous and people of color (BIPOC) pre-service teachers (PSTs) are given space in anti-racist education and social studies courses.FindingsThe study’s findings show that creating systems for (re)constructing performative anti-racist courses disrupt whiteness and whitewashed pedagogy in teacher preparation programs.Originality/valueThe implications of the authors’ experiences reflect that centering abolitionist teaching methods can bolster BIPOC PSTs anti-racist identities and future practices in diverse classrooms.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130259505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1108/ssrp-09-2022-0022
Michelle Bauml
PurposeWith connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.Design/methodology/approachThrough questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.FindingsMost often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.Originality/valueThis study adds to elementary social studies research by promoting scholarly consideration of meaningful holiday lessons as avenues for robust social studies instruction.
{"title":"Why teach about holidays? Elementary teachers' perspectives","authors":"Michelle Bauml","doi":"10.1108/ssrp-09-2022-0022","DOIUrl":"https://doi.org/10.1108/ssrp-09-2022-0022","url":null,"abstract":"PurposeWith connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.Design/methodology/approachThrough questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.FindingsMost often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.Originality/valueThis study adds to elementary social studies research by promoting scholarly consideration of meaningful holiday lessons as avenues for robust social studies instruction.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131578075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-18DOI: 10.1108/ssrp-05-2022-0012
Jill M. Gradwell, Jerry Cappello
{"title":"Strange Fruit: the power of a protest song NCSS trade book investigation","authors":"Jill M. Gradwell, Jerry Cappello","doi":"10.1108/ssrp-05-2022-0012","DOIUrl":"https://doi.org/10.1108/ssrp-05-2022-0012","url":null,"abstract":"","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124450231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1108/ssrp-08-2021-0026
Emily Renee Schnell
{"title":"NCSS notable trade book lesson plan","authors":"Emily Renee Schnell","doi":"10.1108/ssrp-08-2021-0026","DOIUrl":"https://doi.org/10.1108/ssrp-08-2021-0026","url":null,"abstract":"","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115017324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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