Kristy A Brugar
Biographic Data
| ID | 2137973 |
|---|---|
| NAME | Kristy A Brugar |
| GIVEN NAMES | Kristy A |
| FAMILY NAME | Brugar |
| SIGNATURE | BRUGAR K A |
| AFFILIATIONS | University of Oklahoma |
| ORCID | 0000-0001-9168-453X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Starting at the back
Purpose The purpose of this article is to help educators understand the affordances of backmatter in historical fiction to facilitate more engaged history/social studies experiences for young readers. Since backmatter often includes important historical information and context to augment the main story of any historical fiction book, it stands to reason that the backmatter may be important to integrating ELA and social studies when teaching histo…
Elevating Women’s Histories Using Picturebook Biographies in Elementary Classrooms
Preparing the Expert Novice
In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and …
Inquiry By the Book
Across grade levels, teachers and students are encouraged to engage in inquiry-based practices. The College, Career, and Civic Life (C3) Framework (National Council for the Social Studies, 2013 National Council for the Social Studies (NCSS) (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS. [Goog…
How Does a Cowboy Make Money? Using Student Curiosities to Further Elementary School Inquiries
This article explores examples of student-initiated inquiries (in Grades 1 and 5) and the opportunities and challenges with engaging in them. To explore these student-initiated inquiries, we use the C3 Framework Inquiry Arc (National Council for the Social Studies, 2013 National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of …
Seeing Is Believing
This study addresses the following questions: Does professional development (PD) designed to meet third-, fourth-, and fifth-grade teachers' pedagogical and content needs influence how teachers teach and engage with graphical devices found in social studies texts? If so, what effect does that instruction and engagement have on students' comprehension of those devices and social studies reading materials that contain them? We worked with teachers …
Timelines
In this article we identify opportunities for students to use timelines and textbooks to meet standards. Through the use of timelines, textbooks, and selected activities, upper elementary and middle school students are able to (1) be engaged in content area reading and writings; (2) understand large themes in social studies including time, continuity, and changes; and (3) participate in the inquiry process
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
How Does a Cowboy Make Money? Using Student Curiosities to Further Elementary School Inquiries
This article explores examples of student-initiated inquiries (in Grades 1 and 5) and the opportunities and challenges with engaging in them. To explore these student-initiated inquiries, we use the C3 Framework Inquiry Arc (National Council for the Social Studies, 2013 National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of …
Seeing Is Believing
This study addresses the following questions: Does professional development (PD) designed to meet third-, fourth-, and fifth-grade teachers' pedagogical and content needs influence how teachers teach and engage with graphical devices found in social studies texts? If so, what effect does that instruction and engagement have on students' comprehension of those devices and social studies reading materials that contain them? We worked with teachers …
Preparing the Expert Novice
In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and …
Inquiry By the Book
Across grade levels, teachers and students are encouraged to engage in inquiry-based practices. The College, Career, and Civic Life (C3) Framework (National Council for the Social Studies, 2013 National Council for the Social Studies (NCSS) (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS. [Goog…
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
Timelines
In this article we identify opportunities for students to use timelines and textbooks to meet standards. Through the use of timelines, textbooks, and selected activities, upper elementary and middle school students are able to (1) be engaged in content area reading and writings; (2) understand large themes in social studies including time, continuity, and changes; and (3) participate in the inquiry process
How Does a Cowboy Make Money? Using Student Curiosities to Further Elementary School Inquiries
This article explores examples of student-initiated inquiries (in Grades 1 and 5) and the opportunities and challenges with engaging in them. To explore these student-initiated inquiries, we use the C3 Framework Inquiry Arc (National Council for the Social Studies, 2013 National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of …
Seeing Is Believing
This study addresses the following questions: Does professional development (PD) designed to meet third-, fourth-, and fifth-grade teachers' pedagogical and content needs influence how teachers teach and engage with graphical devices found in social studies texts? If so, what effect does that instruction and engagement have on students' comprehension of those devices and social studies reading materials that contain them? We worked with teachers …
Inquiry By the Book
Across grade levels, teachers and students are encouraged to engage in inquiry-based practices. The College, Career, and Civic Life (C3) Framework (National Council for the Social Studies, 2013 National Council for the Social Studies (NCSS) (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS. [Goog…
Preparing the Expert Novice
In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and …
Elevating Women’s Histories Using Picturebook Biographies in Elementary Classrooms
Starting at the back
Purpose The purpose of this article is to help educators understand the affordances of backmatter in historical fiction to facilitate more engaged history/social studies experiences for young readers. Since backmatter often includes important historical information and context to augment the main story of any historical fiction book, it stands to reason that the backmatter may be important to integrating ELA and social studies when teaching histo…
Social studies (8 works) · Educator Training and Historical Pedagogy (7 works) · Pedagogy (7 works) · Mathematics education (6 works) · Psychology (6 works) · Sociology (5 works) · Digital Storytelling and Education (4 works) · Civics (3 works) · Political science (3 works) · Comprehension (2 works)