Erin Adams, Kennesaw State University
Hidden in Plain Sight: Museum Educators Role in Social Studies Teacher Professional Development
This paper reports on Y2/3-year project to assess historic site-based teacher PD programs. Exceptionally large shifts in teacher experiences from Y1 were attributable to changes instigated by Y1 assessment. Herein we examine the influence of the assessment on museum educators' conceptual understanding of their roles as social studies teacher educators.
Christine Baron, Teachers College, Columbia University; Sherri Sklarwitz, Tufts University; Hyeyoung Bang, Bowling Green State University; Nicholas Coddington, Teachers College, Columbia University
What should I teach? Examining a methods exercise for making subject matter choices
Scholars stress the importance of strengthening novice teachers' subject matter knowledge within the context of teaching, but few studies investigate the impact of specific strategies. Motivated by experiences with our own teacher candidates, this qualitative action research study investigated the impact of a researcher-designed task on participants' content choices.
Rebecca Mueller, University of South Carolina Upstate; Emma Thacker, James Madison University; Lauren Colley, University of Alabama
Towards a Practice-Based Framework of Teaching for Justice: Interactive Read-Alouds and Deliberation
This paper argues for the need to more clearly envision a practice-based, justice-oriented, approach to social studies teacher education. We engaged in a critical reflective process to identify two high leverage practices (HLPs) within social studies education, interactive read alouds and facilitating class deliberations, that emphasize teaching for social justice.
Marie Heath, Loyola University Maryland
Fad or Future?: Core Practices in Social Studies Teacher Education
Discussant:Kristy Brugar, University of Oklahoma
The latest calls for teacher educatio