Episode 61: Civic Education and Bridging the Partisan Divide with Chris Clark

In Episode 61, Michael & Dan chat with Chris Clark about his recent Theory & Research in Social Studies article “Examining the Relationship Between Civic Education and Partisan Alignment in Young Voters.” Our conversation includes a discussion of building an open classroom environment AND how pizza should not be defined by tomato sauce.

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Books, articles, lessons, and other amazing resources

  1. Clark C. W. (2017).Examining the Relationship Between Civic Education and Partisan Alignment in Young Voters Theory & Research in Social Education, 45(2), 218 – 247.
  2. Clark C. W.  & Avery P.G. (2016) The Psychology of Controversial Issues’ Discussions: Challenges and Opportunities in a Polarized, Post-9/11 Society. In W. Journell’s, Reassessing the social studies curriculum: Promoting critical civic engagement in a politically polarized, post-9/11 world (pp. 109 – 119). Mitchellville, MD: Rowman & Littlefield
  3. Chris recently added an Adademia.edu profile! You can follow along his academic journey there!

Contact

Chris Clark recently graduated with a PhD in Curriculum & Instruction from the University of Minnesota. He will be starting a job teaching future social studies teachers at the University of Georgia in the Fall of 2017. Prior to academia, he taught high school social studies (US History, Current Events, Psychology, & Philosophy) for six years. His current research focus is on student political identity and how that influences learning and behavior in the classroom. You can reach him via email or on his brand new Twitter account!

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Episode 60: Professional Development in the Age of Accountability with Kevin Meuwissen

In Episode 60, Michael & Dan chat with Kevin Meuwissen about his recent Theory & Research in Social Studies article “Happy Professional Development at an Unhappy Time”: Learning to Teach for Historical Thinking in a High-Pressure Accountability Context.

meuwissen.jpg

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Books, articles, lessons, and other amazing resources

  1. Meuwissen, K. W. (2017). “Happy Professional Development at an Unhappy Time”: Learning to Teach for Historical Thinking in a High-Pressure Accountability Context. Theory & Research in Social Education, 45(2), 248 – 285.
  2. Meuwissen, K. W. (2013). Readin’, Writin’, Ready for Testin’? Adaptive Assessment in Elective and Standardized-Tested Social Studies Course Contexts. Theory & Research in Social Education, 41(3), 285 – 315.
  3. Meuwissen, K. W. (2013). Teachers are Political Actors. What Does This Mean for Teacher Education? [Blog Post].  Retrieved from Warner Perspectives 
  4. You can find his articles for the Huffington Post by clicking here!

Contact

Kevin Meuwissen is a professor of Teaching & Curriculum at the Warner School at the University of Rochester where he directs the social studies teacher preparation program. His teaching and research focus on helping secondary social studies teachers develop a deliberative stance toward curriculum, instruction, and the political institution of schooling as they interact with diverse influences on their pedagogical decisions. In addition to being an expert in his field, he is a dapper dresser. You can email him at kmeuwissen@warner.rochester.edu. Check out his university webpage for more!

Episode 59: Heritage Narratives with Sara Levy

sara-levy

In episode 59, Dan and Michael talk with Sara Levy about teaching heritage narratives.

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Books, articles, lessons, and other amazing resources

  1. Levy, S. A. (2017). How Students Navigate the Construction of Heritage Narratives. Theory & Research in Social Education, 45(2), 157-188.
  2. Levy, S. A. (2014). Heritage, history, and identity. Teachers College Record, 116(6), 1-17.
  3. And here’s a video of Dr. Levy talking about her article inTeachers College Record:

https://vialogues.com/videos/embedded/21195

Contact

Sara A. Levy, Ph.D. is an Assistant Professor of Education at Wells College in Aurora, New York. Her research focuses on teaching and learning in public school history classrooms around global historical events with which students have heritage connections. You can tweet her @ProfSlevy or e-mail her at slevy@wells.edu.

Episode 58: Learning History Outside the Classroom with Lisa Gilbert

In episode 58, Michael & Dan chat with Lisa Gilbert about her Theory & Research in Social Studies media review of Assassins Creed, her background in Museum Studies, and finding history outside the classroom!

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Assassins

Books, articles, lessons, and other amazing resources

  1. Gilbert, L. (2017). “The Past is Your Playground”: The Challenges and Possibilities ofAssassin’s Creed: Syndicate for Social Education. Theory & Research in Social Education, 45(1), 145 – 155.
  2. Gilbert, L. (2015). Can we control what students learn on museum visits [Blog Post]. Retrieved from museumquestions.com/2015/04/06/can-we-control-what-students-learn-on-museum-visits/.
  3. Gilbert, L. (2015). Help students make the most of their visit to the museum. nche.net/pages/history-matters/may-2014-gilbert
  4. Gilbert, L. (2016). Valuing Critical Inquiry Skills in Museum Literacy. Social Studies Research and Practice, 11(3), 51 – 66 http://www.socstrpr.org/?page_id=3424
  5. Gilbert, L. (2016). “Loving, Knowing Ignorance”: A Problem for the Educational Mission of Museums. Curator, 59: 125–140. doi:10.1111/cura.12153.

Contact

Lisa Gilbert recently earned her Ph.D. in Education from Saint Louis University.  Her research focus is on the relevance of public history for social studies education. This fall, she’ll be starting as an Instructor of Social Studies at Thomas Jefferson School. You can follow her on Twitter at @GilbertLisaK and you can see how she live-tweets museums by checking out her Twitter Moments!