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Complexities of Teachers' Practices in Social Studies Classrooms
Fri, April 8, 2:15 to 3:45pm, Convention Center, Floor: Level Two, Exhibit Hall D Section BSession Type: Roundtable Session
Abstract
The authors present studies that range from case studies to state-wide statistical studies, all examining the complexities of teachers' instructional practices. Each respective study examines significant pedagogical dynamics and the ways these dynamics are enacted in and through teachers' instructional practices. The studies offer insights into on-going professional development of teachers, sustaining strong instructional practices, and considerations for teacher preparation.
Sub Unit
Chair
Papers
A Survey of Teachers' Perceptions of Race and Gender in Social Studies - Christopher C. Martell, Boston University; Kaylene Mae Stevens, Boston University
Deficit Thinking and the Need for Asset-Based Perspectives Among Social Studies Educators - Natalie Elizabeth Keefer, University of Louisiana at Lafayette
The Elephant in the (Class)room: Investigating Social Studies Teacher Conception and Enactment of Instructional Rigor - Brian Gibbs, University of Wisconsin - Madison
The Impact of Teachers' Discussion Facilitation on High School Students' Ethical Reasoning - Jada Kohlmeier, Auburn University; John W. Saye, Auburn University
Teaching About Religion and Developing Civic Maturity - Sarah Belle Brooks, Millersville University of Pennsylvania