This study examined the teaching of controversial public issues (CPI) in middle and high school social studies classes. I sought to better understand the instruction and conceptions undergirding the instruction of secondary social studies teachers who were nominated by discussion experts as especially skillful at teaching their students to…

Analyzes three case studies, each representing one of the social studies teaching styles identified by D. S. G. Carter and R. G. Hacker: the knowledge transmitter, emphasizing content; the social scientist concerned with student development; and the reflective thinker, favoring process. Purpose of study was to ascribe meaning to the typology. Used…

Investigates how secondary history teachers' conceptions of history (typology) influences classroom practices. Interviews five teachers, representing five typologies, and their students, and observes classroom techniques. Suggests impact of teacher conceptions varies, finding only one of five typologies profoundly influencing students. Sees…

Using classroom observation and interviews in a naturalistic study, investigates how a secondary social studies teacher's personal practical theories influence curricular and teaching practices. Finds the teacher's practice congruent with her beliefs. States the study increased the teacher's awareness of her own theories. Proposes a curriculum…