Action Research and the Shift to Inquiry in the Social Studies

• In Event: Critical and Historic Thinking in Social Studies Teacher Education and Development

Abstract

This paper describes an embedded, qualitative case study in which a group of social studies teachers conducted action research about the integration of the C3 Framework into instruction. We describe findings from their action research studies as well as the wrap-around qualitative case study related to teacher experiences and student outcomes.

Authors

• Meghan McGlinn Manfra, North Carolina State University

• John K. Lee, North Carolina State University

• Nada Wafa, North Carolina State University