Margaret Smith Crocco
Biographic Data
| ID | 1584427 |
|---|---|
| NAME | Margaret Smith Crocco |
| GIVEN NAMES | Margaret Smith |
| FAMILY NAME | Crocco |
| SIGNATURE | CROCCO M S |
| AFFILIATIONS | Columbia University |
| VERIFIED | No |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 126 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 6 |
Afterword
The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation
Accommodating Emotion and Affect in Political Discussions in Classrooms
This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national po…
Thinking Deeply, Thinking Emotionally
This mixed-methods study analyzed adolescents’ evaluation of the trustworthiness of different kinds of evidence and their reasons for why they trusted (or did not trust) them. Specifically, we analyzed adolescents’ rankings of seven kinds of evidence in the abstract and in the context of a settled historical event (school desegregation) and whether differences existed between their rankings. We explored the reasons adolescents provided for trusti…
Moral Outrage and Teaching about Hurricane Katrina
This article is a pedagogical case study reflecting on the Teaching the Levees curriculum (Crocco, 2007), written in the aftermath of Hurricane Katrina and in tandem with the Spike Lee film, When the Levees Broke (2006). Over 30,000 copies of the curriculum, underwritten by the Rockefeller Foundation, were distributed widely throughout and beyond the United States. In a review of the curriculum, the writer praised it but felt that it had not done…
The Challenges of Multicultural Education in Two Globalizing Democratic Societies
In this latest addition to James Banks’s Multicultural Education Series, the editors and authors address the question of how global citizenship education ought to respond to the challenges of trans
Pizza
Pizza serves as a powerful example of historical themes such as immigration, cultural exchange and urbanization. In the post-WWII United States, Trenton, NJ, and other cities were gradually being transformed by suburbanization, the rise of fast food, and changes in family living related to women's entry in large numbers into the paid workforce. This case study of an Italian neighborhood in Trenton, Chambersburg, and its well-known pizza restauran…
Analyzing Social Issues Related to Teaching about the Federal Budget, Federal Debt, and Budget Deficit in Fifty State High School Social Studies Standards
This study of all fifty state, high school social studies curriculum standards found a lack of attention in the vast majority of state standards to the federal budget, federal debt, and budget deficit, topics of significant concern. These concepts are important to teaching about economics in the United States since they lie at the center of contemporary debates about the health of the nation's economy and its long-term viability. Our research dis…
Doing Local History
This article provides a methodology that teachers can use to incorporate themes and ideas related to local history in their classrooms. Using the city of New Brunswick, New Jersey as a case study, the article offers different approaches that allow local history to be connected to wider themes in American history. The focus here on a small, relatively anonymous city shows that history can be found in many places, and that one does not have to live…
Content-Driven Literacy
In an attempt to address perceived shortcomings in traditional content-area literacy preparation, an interdisciplinary group of teacher education faculty developed an approach called “content-driven literacy” (CDL), which was applied to the design of courses to prepare preservice secondary science and social studies teachers. This article describes the development and implementation of the CDL course work and its five elements: reading and writin…
Teaching the Federal Budget, National Debt, and Budget Deficit
The issues surrounding the federal budget, national debt, and budget deficit are complex, but not beyond the reach of young students. This study finds scant treatment of the federal budget, national debt, and budget deficit in high schools today. It is hardly surprising that high school teachers spend so little time discussing these topics in their classrooms, another finding of this study. As bleak as we found the current state of education abou…
Teaching About Women in World History
This article addresses the subject of teaching about women in world history in K–12 schools and in programs of social studies teacher education. It includes a review of the place of gender in teaching about world history to current and future teachers at Teachers College, Columbia University. This informal research serves as the platform for a set of recommendations concerning necessary steps for “gender-balancing” the world history curriculum in…
At the Crossroads of the World
The authors offer a brief introduction to the history of women of the Middle East, with a focus on three major religions (Judaism, Christianity, and Islam). Schools are paying increased attention to teaching world history, but they are giving too little attention to incorporating women as part of world history. One of the major dividing lines within the Middle East has been religion, a fixed feature of the world history curriculum. The authors at…
Speaking Truth to Power
The author considers the treatment of women's rights as human rights in the social studies curriculum. She discusses the role of the United Nations in promoting women's rights since the adoption of the Universal Declaration of Human Rights in 1948. She also reviews the treatment of women's rights within social studies curriculum today through a review of the curriculum guidelines of each U.S. state. The author calls for greater attention to placi…
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the “narrowing of curriculum,” new teachers in New York City (NYC) find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished—all critical f…
Cora Wilson Stewart and Kentucky's Moonlight Schools
Education and Marginality
Whether it be my religion, my aesthetic taste, my economic opportunity, my educational desire, whatever the craving is, I find a limitation because I suffer from the greatest known handicap, a Negro — a Negro woman. (Mary McLeod Bethune, “Closed Doors,” 1936)
High-Stakes Teaching
High-stakes testing in New York City (NYC) schools has produced a culture of high-stakes teaching. The latter concept emphasizes both the importance of good teachers to the performance of urban students and the threat to keeping good teachers in NYC schools due to measures such as scripted lessons and mandated curriculum. This essay draws upon interviews with beginning NYC teachers in English and social studies, raising questions about whether su…
Inquiring Minds Want To Know
This article describes a professional development school (PDS) relationship between Teachers College, Columbia University, and the Beacon School in New York City. In examining this case of an urban high school with a diverse student population working with a college of education, the authors add to the literature on PDS partnerships, which has dealt mostly with elementary school partnerships with colleges of education. The authors focus on the ac…
Peace Education
Homophobic Hallways
Findings are presented from research in a teacher education course on diversity and the social studies that takes gender and sexuality as subject matter. Five themes emerge from five years of qualitative data related to teaching the course and following the experiences of graduates attempting to apply their learning to new teaching situations. The author offers ideas for infusing discussion of sexuality and homophobia into social studies teaching…
(En)Gendering Multicultural Identities and Representations in Education
This article examines the place of women of the world in the implicit and explicit social studies curriculum of the schools. The authors establish a postcolonial feminist framework for dealing with this topic and draw on evidence from personal testimonies of immigrant and native women, the treatment of women of the “third world” by mainstream media, social studies curriculum standards, and one classroom teacher's story. Central to the article is …
The Missing Discourse About Gender and Sexuality in the Social Studies
2001). The Missing Discourse About Gender and Sexuality in the Social Studies. Theory Into Practice: Vol. 40, Rethinking the Social Studies, pp. 65-71
Putting the Actors Back on Stage
Additional informationNotes on contributorsMargaret Smith Crocco MARGARET SMITH CROCCO is an assistant professor in the Program in Social Studies at Teachers College, Columbia University
Crafting a Culturally Responsive Pedagogy in an Age of Educational Standards
(1998). Crafting a Culturally Responsive Pedagogy in an Age of Educational Standards. Theory & Research in Social Education: Vol. 26, No. 1, pp. 123-130
Mary Ritter Beard and Marion Thompson Wright
This article examines the contributions of Mary Ritter Beard and Marion Thompson Wright to inclusive curriculum in social education. Beard established the field of women's history through her writing and public addresses. Wright promoted the application of Black history in the schools through her work as a teacher educator and scholar with the Association for the Study of Negro Life and History. Wright also was involved in the struggle to end seg…
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the “narrowing of curriculum,” new teachers in New York City (NYC) find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished—all critical f…
The Missing Discourse About Gender and Sexuality in the Social Studies
2001). The Missing Discourse About Gender and Sexuality in the Social Studies. Theory Into Practice: Vol. 40, Rethinking the Social Studies, pp. 65-71
Thinking Deeply, Thinking Emotionally
This mixed-methods study analyzed adolescents’ evaluation of the trustworthiness of different kinds of evidence and their reasons for why they trusted (or did not trust) them. Specifically, we analyzed adolescents’ rankings of seven kinds of evidence in the abstract and in the context of a settled historical event (school desegregation) and whether differences existed between their rankings. We explored the reasons adolescents provided for trusti…
High-Stakes Teaching
High-stakes testing in New York City (NYC) schools has produced a culture of high-stakes teaching. The latter concept emphasizes both the importance of good teachers to the performance of urban students and the threat to keeping good teachers in NYC schools due to measures such as scripted lessons and mandated curriculum. This essay draws upon interviews with beginning NYC teachers in English and social studies, raising questions about whether su…
Teaching About Women in World History
This article addresses the subject of teaching about women in world history in K–12 schools and in programs of social studies teacher education. It includes a review of the place of gender in teaching about world history to current and future teachers at Teachers College, Columbia University. This informal research serves as the platform for a set of recommendations concerning necessary steps for “gender-balancing” the world history curriculum in…
At the Crossroads of the World
The authors offer a brief introduction to the history of women of the Middle East, with a focus on three major religions (Judaism, Christianity, and Islam). Schools are paying increased attention to teaching world history, but they are giving too little attention to incorporating women as part of world history. One of the major dividing lines within the Middle East has been religion, a fixed feature of the world history curriculum. The authors at…
Homophobic Hallways
Findings are presented from research in a teacher education course on diversity and the social studies that takes gender and sexuality as subject matter. Five themes emerge from five years of qualitative data related to teaching the course and following the experiences of graduates attempting to apply their learning to new teaching situations. The author offers ideas for infusing discussion of sexuality and homophobia into social studies teaching…
(En)Gendering Multicultural Identities and Representations in Education
This article examines the place of women of the world in the implicit and explicit social studies curriculum of the schools. The authors establish a postcolonial feminist framework for dealing with this topic and draw on evidence from personal testimonies of immigrant and native women, the treatment of women of the “third world” by mainstream media, social studies curriculum standards, and one classroom teacher's story. Central to the article is …
Accommodating Emotion and Affect in Political Discussions in Classrooms
This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national po…
Speaking Truth to Power
The author considers the treatment of women's rights as human rights in the social studies curriculum. She discusses the role of the United Nations in promoting women's rights since the adoption of the Universal Declaration of Human Rights in 1948. She also reviews the treatment of women's rights within social studies curriculum today through a review of the curriculum guidelines of each U.S. state. The author calls for greater attention to placi…
Putting the Actors Back on Stage
Additional informationNotes on contributorsMargaret Smith Crocco MARGARET SMITH CROCCO is an assistant professor in the Program in Social Studies at Teachers College, Columbia University
Analyzing Social Issues Related to Teaching about the Federal Budget, Federal Debt, and Budget Deficit in Fifty State High School Social Studies Standards
This study of all fifty state, high school social studies curriculum standards found a lack of attention in the vast majority of state standards to the federal budget, federal debt, and budget deficit, topics of significant concern. These concepts are important to teaching about economics in the United States since they lie at the center of contemporary debates about the health of the nation's economy and its long-term viability. Our research dis…
Doing Local History
This article provides a methodology that teachers can use to incorporate themes and ideas related to local history in their classrooms. Using the city of New Brunswick, New Jersey as a case study, the article offers different approaches that allow local history to be connected to wider themes in American history. The focus here on a small, relatively anonymous city shows that history can be found in many places, and that one does not have to live…
Teaching the Federal Budget, National Debt, and Budget Deficit
The issues surrounding the federal budget, national debt, and budget deficit are complex, but not beyond the reach of young students. This study finds scant treatment of the federal budget, national debt, and budget deficit in high schools today. It is hardly surprising that high school teachers spend so little time discussing these topics in their classrooms, another finding of this study. As bleak as we found the current state of education abou…
Education and Marginality
Whether it be my religion, my aesthetic taste, my economic opportunity, my educational desire, whatever the craving is, I find a limitation because I suffer from the greatest known handicap, a Negro — a Negro woman. (Mary McLeod Bethune, “Closed Doors,” 1936)
Crafting a Culturally Responsive Pedagogy in an Age of Educational Standards
(1998). Crafting a Culturally Responsive Pedagogy in an Age of Educational Standards. Theory & Research in Social Education: Vol. 26, No. 1, pp. 123-130
Mary Ritter Beard and Marion Thompson Wright
This article examines the contributions of Mary Ritter Beard and Marion Thompson Wright to inclusive curriculum in social education. Beard established the field of women's history through her writing and public addresses. Wright promoted the application of Black history in the schools through her work as a teacher educator and scholar with the Association for the Study of Negro Life and History. Wright also was involved in the struggle to end seg…
Moral Outrage and Teaching about Hurricane Katrina
This article is a pedagogical case study reflecting on the Teaching the Levees curriculum (Crocco, 2007), written in the aftermath of Hurricane Katrina and in tandem with the Spike Lee film, When the Levees Broke (2006). Over 30,000 copies of the curriculum, underwritten by the Rockefeller Foundation, were distributed widely throughout and beyond the United States. In a review of the curriculum, the writer praised it but felt that it had not done…
Pizza
Pizza serves as a powerful example of historical themes such as immigration, cultural exchange and urbanization. In the post-WWII United States, Trenton, NJ, and other cities were gradually being transformed by suburbanization, the rise of fast food, and changes in family living related to women's entry in large numbers into the paid workforce. This case study of an Italian neighborhood in Trenton, Chambersburg, and its well-known pizza restauran…
The Deviant Defining Process
Schools and "helping agencies" are jointly defining deviant behavior
The Deviant Defining Process
Schools and "helping agencies" are jointly defining deviant behavior
Mary Ritter Beard and Marion Thompson Wright
This article examines the contributions of Mary Ritter Beard and Marion Thompson Wright to inclusive curriculum in social education. Beard established the field of women's history through her writing and public addresses. Wright promoted the application of Black history in the schools through her work as a teacher educator and scholar with the Association for the Study of Negro Life and History. Wright also was involved in the struggle to end seg…
Putting the Actors Back on Stage
Additional informationNotes on contributorsMargaret Smith Crocco MARGARET SMITH CROCCO is an assistant professor in the Program in Social Studies at Teachers College, Columbia University
Crafting a Culturally Responsive Pedagogy in an Age of Educational Standards
(1998). Crafting a Culturally Responsive Pedagogy in an Age of Educational Standards. Theory & Research in Social Education: Vol. 26, No. 1, pp. 123-130
(En)Gendering Multicultural Identities and Representations in Education
This article examines the place of women of the world in the implicit and explicit social studies curriculum of the schools. The authors establish a postcolonial feminist framework for dealing with this topic and draw on evidence from personal testimonies of immigrant and native women, the treatment of women of the “third world” by mainstream media, social studies curriculum standards, and one classroom teacher's story. Central to the article is …
The Missing Discourse About Gender and Sexuality in the Social Studies
2001). The Missing Discourse About Gender and Sexuality in the Social Studies. Theory Into Practice: Vol. 40, Rethinking the Social Studies, pp. 65-71
Peace Education
Homophobic Hallways
Findings are presented from research in a teacher education course on diversity and the social studies that takes gender and sexuality as subject matter. Five themes emerge from five years of qualitative data related to teaching the course and following the experiences of graduates attempting to apply their learning to new teaching situations. The author offers ideas for infusing discussion of sexuality and homophobia into social studies teaching…
Inquiring Minds Want To Know
This article describes a professional development school (PDS) relationship between Teachers College, Columbia University, and the Beacon School in New York City. In examining this case of an urban high school with a diverse student population working with a college of education, the authors add to the literature on PDS partnerships, which has dealt mostly with elementary school partnerships with colleges of education. The authors focus on the ac…
High-Stakes Teaching
High-stakes testing in New York City (NYC) schools has produced a culture of high-stakes teaching. The latter concept emphasizes both the importance of good teachers to the performance of urban students and the threat to keeping good teachers in NYC schools due to measures such as scripted lessons and mandated curriculum. This essay draws upon interviews with beginning NYC teachers in English and social studies, raising questions about whether su…
Speaking Truth to Power
The author considers the treatment of women's rights as human rights in the social studies curriculum. She discusses the role of the United Nations in promoting women's rights since the adoption of the Universal Declaration of Human Rights in 1948. She also reviews the treatment of women's rights within social studies curriculum today through a review of the curriculum guidelines of each U.S. state. The author calls for greater attention to placi…
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the “narrowing of curriculum,” new teachers in New York City (NYC) find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished—all critical f…
Cora Wilson Stewart and Kentucky's Moonlight Schools
Education and Marginality
Whether it be my religion, my aesthetic taste, my economic opportunity, my educational desire, whatever the craving is, I find a limitation because I suffer from the greatest known handicap, a Negro — a Negro woman. (Mary McLeod Bethune, “Closed Doors,” 1936)
At the Crossroads of the World
The authors offer a brief introduction to the history of women of the Middle East, with a focus on three major religions (Judaism, Christianity, and Islam). Schools are paying increased attention to teaching world history, but they are giving too little attention to incorporating women as part of world history. One of the major dividing lines within the Middle East has been religion, a fixed feature of the world history curriculum. The authors at…
Teaching About Women in World History
This article addresses the subject of teaching about women in world history in K–12 schools and in programs of social studies teacher education. It includes a review of the place of gender in teaching about world history to current and future teachers at Teachers College, Columbia University. This informal research serves as the platform for a set of recommendations concerning necessary steps for “gender-balancing” the world history curriculum in…
Content-Driven Literacy
In an attempt to address perceived shortcomings in traditional content-area literacy preparation, an interdisciplinary group of teacher education faculty developed an approach called “content-driven literacy” (CDL), which was applied to the design of courses to prepare preservice secondary science and social studies teachers. This article describes the development and implementation of the CDL course work and its five elements: reading and writin…
Teaching the Federal Budget, National Debt, and Budget Deficit
The issues surrounding the federal budget, national debt, and budget deficit are complex, but not beyond the reach of young students. This study finds scant treatment of the federal budget, national debt, and budget deficit in high schools today. It is hardly surprising that high school teachers spend so little time discussing these topics in their classrooms, another finding of this study. As bleak as we found the current state of education abou…
Analyzing Social Issues Related to Teaching about the Federal Budget, Federal Debt, and Budget Deficit in Fifty State High School Social Studies Standards
This study of all fifty state, high school social studies curriculum standards found a lack of attention in the vast majority of state standards to the federal budget, federal debt, and budget deficit, topics of significant concern. These concepts are important to teaching about economics in the United States since they lie at the center of contemporary debates about the health of the nation's economy and its long-term viability. Our research dis…
Doing Local History
This article provides a methodology that teachers can use to incorporate themes and ideas related to local history in their classrooms. Using the city of New Brunswick, New Jersey as a case study, the article offers different approaches that allow local history to be connected to wider themes in American history. The focus here on a small, relatively anonymous city shows that history can be found in many places, and that one does not have to live…
Pizza
Pizza serves as a powerful example of historical themes such as immigration, cultural exchange and urbanization. In the post-WWII United States, Trenton, NJ, and other cities were gradually being transformed by suburbanization, the rise of fast food, and changes in family living related to women's entry in large numbers into the paid workforce. This case study of an Italian neighborhood in Trenton, Chambersburg, and its well-known pizza restauran…
The Challenges of Multicultural Education in Two Globalizing Democratic Societies
In this latest addition to James Banks’s Multicultural Education Series, the editors and authors address the question of how global citizenship education ought to respond to the challenges of trans
Thinking Deeply, Thinking Emotionally
This mixed-methods study analyzed adolescents’ evaluation of the trustworthiness of different kinds of evidence and their reasons for why they trusted (or did not trust) them. Specifically, we analyzed adolescents’ rankings of seven kinds of evidence in the abstract and in the context of a settled historical event (school desegregation) and whether differences existed between their rankings. We explored the reasons adolescents provided for trusti…
Moral Outrage and Teaching about Hurricane Katrina
This article is a pedagogical case study reflecting on the Teaching the Levees curriculum (Crocco, 2007), written in the aftermath of Hurricane Katrina and in tandem with the Spike Lee film, When the Levees Broke (2006). Over 30,000 copies of the curriculum, underwritten by the Rockefeller Foundation, were distributed widely throughout and beyond the United States. In a review of the curriculum, the writer praised it but felt that it had not done…
Afterword
The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation
Sociology (23 works) · Psychology (17 works) · Pedagogy (16 works) · Educator Training and Historical Pedagogy (14 works) · Political science (13 works) · Curriculum (11 works) · Mathematics education (11 works) · Social studies (11 works) · Law (9 works) · Gender Studies (7 works)