In episode 201, Dan and Michael chat about the research project that focuses on thematically teaching public issues with Jeremiah Clabough, Caroline Sheffield, Timothy Litner, & Allie Whitford.
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Continue readingIn episode 187, Dan and Michael chat with friend of the pod Sarah McGrew about her study published in Theory & Research in Social Education, “Bridge or byway? Teaching historical reading and civic online reasoning in a US history class.”
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Continue readingEpisode 133: Teaching Networked Activism with Marie Heath
In Episode 133, Dan and Michael chat with Dr. Marie Heath about her recent Social Education article that she let Dan also join in on titled, “Has Social Media Made it Easier to Effect Social Change?: Inquiring into Tactics for Change through Primary Sources.”
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In this episode, Dan and Michael chat with Ellen Middaugh, Ph.D. about her work on digital media and youth civic engagement. Specifically, we are discussing her recently published article with Chris Evans “Did You Know?!…Cultivating Online Public Voice in Youth” from Theory & Research in Social Education!
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In this episode, Dan and Michael chat with Marti Tippens Murphy about her new article in Social Education titled, “Youth in Front: Supporting Youth-Led Social Action.”
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In this episode, Dan and Michael chat with Erica Hodgin and Joe Kahne about their Social Education publication, “Misinformation in the Information Age: What Teachers Can Do to Support Students.”
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In this episode Dan and Michael chat with Anna-Lise Halvorsen, David E. Harris, and Paul F. Dain about their new book Reasoning with Democratic Values 2.0: Ethical Issues in American History, (Volume 1 & Volume 2) which helps teachers to promote critical thinking and social responsibility in their United States History and Civics classes. Plus, we discuss a potential Superman reboot.
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In this episode, Michael & Dan talk with Ryan T. Knowles about his recent article published in Theory and Research in Social Education titled “Teaching Who You Are: Connecting Civic Education Ideology to Instructional Strategy.” In the article, Ryan quantitatively studies teachers civic education ideology (CivID) and their instructional strategies. He then discusses the impact of teacher dispositions, how that impacts their decision making, and what it means for the students.
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Visions of Education 