Evaluating Online Social Studies Curriculum for K–12 American Indian/Alaskan Native Education: A Systematic Literature Review

• In Event: Supporting Indigenous Education and Centering Anticolonial Frameworks Across Teacher Education

Abstract

Few studies have investigated how evaluation methods, namely evaluative rubrics, are utilized by educational specialists as they vet social studies curriculum for American Indian/Alaskan Native education for inclusion into online repositories. This paper describes a systematic literature review examining evaluative methods being utilized throughout both K-12 American Indian/Alaskan Native and social studies education efforts across the United States. Our findings point to the dearth of evaluative research pertaining to K-12 American Indian/Alaskan Native and social studies education.

Authors

• Megan Marie Hamilton, Weber State University

• Mimi M. Recker, Utah State University