In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their teaching and curriculum within Indigneous contexts. Although not focused as an…

Frame analysis was used to examine how competing stakeholders framed a sixth grade curriculum controversy over whether the WWII internment of Japanese Americans should be categorized as a controversial issue. Teachers and administrators in a northwestern U.S. school claimed that the internment was clearly wrong and not controversial, but these…

Presents brief descriptions of research methodologies by social studies educators. Offers examples of the potential research questions each method may suitably address. Concludes by listing several ways to improve the quality of research conducted by each method. (Author/GEA)

Research studies published in THEORY AND RESEARCH IN SOCIAL EDUCATION over the eight year period between 1979 and 1986 were reviewed and evaluated using an instrument developed by the authors. Descriptive summaries of the findings, along with examples of good and bad practice, are reported. (Author/BSR)

Social sciences differ from the "hard" sciences because the social sciences are fundamentally dialectical in nature. The use of instructional dramaturgical dialogs can help students appreciate the kind of knowledge social scientists seek and the positive consequences of scholarly conflict. An illustrative dialog between educators and…

This paper distinguishes school ethnography from traditional ethnography and suggests several reasons why school ethnography has not yet secured a place in the research repertoire of most social studies educators. Concludes that social studies researchers should use school ethnography to develop better understandings of the daily patterns of…

Describes a study undertaken to determine to what extent research in social studies education reflects attention to population and sample definitions and descriptions, to randomness, and to replication. Findings indicated researchers often continue to be careless in their data collection and analysis. (Author/DB)

The author argues for a broader view of research and theory development of teaching and social studies curriculum beyond the empirical-analytic approach. (DE)

The author critiques the research alternatives of the previous article. See SO 504 794. (DE)

The author responds to the critique of his research in the previous article. See SO 504 794 and 504 795. (DE)

Clarifies certain self-related constructs as they are used in theoretical and empirical research relating to affective education. Specifically examines "self,""self-awareness,""self-acceptance,""self-perception,""self-concept,""self-insight,""self-understanding," and "self-actualization" with respect to their utility as educational objectives and…

Argues that attitudes toward social studies are in part determined by the classroom environment. These environmental dimensions appear to be variables that can be manipulated directly by the classroom teacher, which suggests important implications for social studies educators. (Author/BR)

Examines attitudes of high school students towards the protection of civil liberties in School governance policies and studies effects of student and school variables on governance attitudes. Little support exists for civil liberties when the exercise of those liberties is seen at threatening the interests of peer group members. (Author/AV)

This study explored the relationship between attributes of innovative social studies materials and school administrator's attitudes towards and adoption of these materials. Attributes which were studied included relative advantage, compatibility, observability, trialability, observable benefits and investment requirements. (Author/AV)

Student characteristics of verbal ability, sex, socioeconomic status, educational expectation, and age were tested as predictive of students' ability to use evidence in testing statements and hypotheses. Of the five predictors, only verbal ability contributed significatly to prediction. (Author/DE)