Research Methods in Social Studies Education
Contemporary Issues and Perspectives
1st Edition
Published on 1. March 2006
253 pages
978-1-60752-520-2 (ISBN)
Description
This volume fills a significant gap in the scholarship on social studies education by providing thoughtful reflections on research methods in the field. It is not a "how to" guide but an exploration of key issues related to the design and implementation of empirical studies. The authors are active researchers who use varied methods in diverse settings-including historical research, international comparative studies, survey research, interviews with students and teachers, classroom observations, self-studies and action research, and emancipatory methodologies. They use their own experiences to examine such topics as the conceptualization of research questions, relationships with participants, researchers' identities, and elicitation of students' and teachers' thinking. This collection should become indispensable for both beginning and experienced scholars in social studies.
All prices
More details
Other editions
Additional editions
Book
01/2006
Information Age Publishing
€122.40
Article not available at the moment
Content
- Intro
- Research Methods in Social Studies Education: Contemporary Issues and Perspectives
- Research Methods in Social Studies Education: Contemporary Issues and Perspectives
- Series
- Copyright
- List of Contributors
- Contents
- 1: Introduction
- THE ROLE OF RESEARCH IN SOCIAL STUDIES
- RESEARCH DISCUSSIONS IN SOCIAL STUDIES
- OPENING UP DISCUSSION OF RESEARCH METHODS
- ACKNOWLEDGEMENTS
- REFERENCES
- 2: Notes Toward A Historiography of Thesocial Studiesrecent Scholarship and Future Directions
- HISTORIOGRAPHICAL REVIEWS
- THE PROGRESSIVE-ERA ORIGINS OF SOCIAL STUDIES
- THE STRUGGLE METAPHOR, OR HISTORY VERSUS SOCIAL STUDIES
- BIOGRAPHY: OLD MASTERS, GREAT MEN, AND WOMEN SOCIAL EDUCATORS
- CONCLUSION: OTHER WAYS OF LOOKING
- NOTES
- ACKNOWLEDGMENTS
- REFERENCES
- 3: Research, Race,and Social Education
- EMANCIPATORY RESEARCH
- EPISTEMOLOGIES OF EMANCIPATION
- THE EMANCIPATORY RESEARCHER
- NOTE
- ACKNOWLEDGMENT
- REFERENCES
- 4: The Lamp and The Mirror action Research and Self Studiesin the Social Studies
- ACTION RESEARCH
- Taking Action-Creating Change
- SELF-STUDY RESEARCH
- COMMONALITIES IN ACTION RESEARCHAND SELF-STUDY
- It Starts from the Bottom Up
- The Importance of Collaboration
- Reflection at the Heart of it All
- A Shared Research Paradigm
- Teacher Orientations Matter
- Marginalized and/or Empowered by Research
- The Influence of Sociocultural Contexts in Schools
- Ethical Issues
- Issues of Representation
- Representation in the social studies
- Dealing with ethical issues in our research
- USES OF ACTION AND SELF-STUDY RESEARCHIN THE SOCIAL STUDIES
- Research to Address Social Justice Issues
- Using Inquiry as a Model of Professional Development
- Integrating Democratic Research Processesand Social Studies Aims
- A REVIEW OF ACTION AND SELF-STUDY RESEARCHIN THE SOCIAL STUDIES
- CONCLUSIONS
- NOTES
- REFERENCES
- 5: Children as Co-Researchers Developing a Democratic Research Practice With Children
- CHILDREN AND CHILDHOOD:FROM DEPENDENCE TO AGENCY
- RETHINKING RESEARCH: FROM RESEARCH OBJECTTO CO-RESEARCHER
- ETHICAL ISSUES IN RESEARCH WITH CHILDREN:A QUESTION OF POWER?
- CASE STUDY: A COLLABORATIVE METHODOLOGYIN THE MAKING
- CONCLUSION
- NOTES
- REFERENCES
- 6: Donning Wigs, Diviningfeelings, and Otherdilemmas of Doingresearch in Devoutlyreligious Contexts
- ACCESS
- RITUALS
- INTERVIEWS
- TRUST
- SUBJECTIVITY
- AN ENDING
- ACKNOWLEDGMENT
- NOTES
- REFERENCES
- 7: Comparative and international Social studies Research
- RATIONALE
- ISSUES IN COMPARATIVEAND INTERNATIONAL RESEARCH
- Country Selection
- Collaboration-Insider/Outsider Perspectives
- Site or Sample Selection and Generalizability of Findings
- Language and Translation
- CONCLUSION
- NOTES
- REFERENCES
- 8: Combining Cognitive interviews and Social science Surveys strengthening Interpretation and Design
- THE INFLUENCE OF COGNITIVE PSYCHOLOGY ON SURVEYMETHODLOGY IN SOCIAL SCIENCE RESEARCH
- A STUDY OF IEA CIVIC EDUCATION SURVEY RESULTSUSING COGNITIVE INTERVIEWS
- Findings on Discussion from the 1999 IEA Study
- Relating Discussion to Engagement Using1999 U.S. IEA Data
- Cognitive Interviews
- Analysis of Interview Data
- Findings from Cognitive Interviews Relatedto Response Effects
- Contexts
- What is Politics?
- Contributions of the Cognitive Interviews to InterpretingResults from the IEA Survey
- IMPLICATIONS FOR USING COGNITIVE INTERVIEWSIN CONJUCTION WITH SOCIAL SCIENCE SURVEYS
- ACKNOWLEDGMENT
- REFERENCES
- APPENDIX A: Selected IEA Instrument Items Related to Political Discussion
- APPENDIX B: Interview Directions and Selection Questions
- Interview Session Directions
- 9: Capturing Candoraccessing Teachers' Thinking about Thecultivation of historical Empathy
- THE RESEARCH DESIGN
- THE CENTRAL METHODOLOGICAL CONCERN:ACCESSING TEACHERS' TACIT KNOWLEDGE
- RESEARCHER-PARTICIPANT ISSUES
- TYPES AND TRIANGULATION OF DATA SOURCES
- Initial Interview
- Classroom Observations
- Post-Lesson Interviews
- Coursework Interview
- Curricular Documents
- Final Interview
- METHODOLOGICAL COMPLICATIONS:MOVING TARGETS AND RESEARCH EFFECTS
- DEVELOPING PRINCIPLES FOR DATA ANALYSISAND INTERPRETATION
- CONCLUSIONS: WHICH METHODOLOGICAL FACTORSMATTERED MOST?
- NOTE
- REFERENCES
- 10: Oh, the Troublewe'Ve Seenresearching Historical Thinkingand Understanding
- RESEARCHING HISTORICAL THINKINGAMONG YOUNG LEARNERS
- STUDYING TEACHERS' (AND STUDENTS') HISTORICALEPISTEMOLOGIES
- STUDYING TEACHERS' KNOWLEDGE GROWTHAND CHANGE IN PRACTICE
- GETTING CLEARER ALSO ABOUT THE THEORETICALCONSTRUCTS WE USE?
- Is There a Difference between History and the Past?Between Historical Recall and Historical Thinking?
- What's Significant in Studying Historical Significance?
- Who's an Ambitious History Teacher?
- TROUBLE, TROUBLE, GO AWAY?SOME CONCLUDING THOUGHTS
- NOTES
- ACKNOWLEDGMENT
- REFERENCES
- INDEX
