James S Leming
Biographic Data
| ID | 282935 |
|---|---|
| NAME | James S Leming |
| GIVEN NAMES | James S |
| FAMILY NAME | Leming |
| SIGNATURE | LEMING J S |
| AFFILIATIONS | Southern Illinois University Carbondale |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 1998 |
| H-INDEX | 3 |
Some Critical Thoughts about the Teaching of Critical Thinking
Additional informationNotes on contributorsJames S. LemingJAMES S. LEMING is a professor in the Department of Curriculum and Instruction at Southern Illinois University at Carbon-dale
Social Studies Research and the Interests of Children
(1997). Social Studies Research and the Interests of Children. Theory & Research in Social Education: Vol. 25, No. 4, pp. 500-505
A Citation Analysis of the Handbook of Research on Social Studies Teaching and Learning
This study evaluated the characteristics of the knowledge included in The Handbook of Research on Social Studies Teaching and Learning with a view toward better understanding the sources of the discourse and the epistemology of the field. The method used was citation analysis. Tallies were computed for the most frequently cited authors, single pieces of scholarship, and journal citations. We found that the field largely relies upon its own schola…
Ideological Perspectives within the Social Studies Profession
Differences in perspective between professors of social studies education and teachers of social studies regarding the proper focus of social studies instruction frequently have been noted. In order to better understand one potential source of these differences, data on the political ideology of both groups was collected and examined. The professorate sample was found to be substantially more liberal than the teacher sample. The implications of t…
Correct, but Not Politically Correct? Response to Parker
On the Normative Foundations of Economic Education
Research is cited to support the claim that current economic education curricula fail to demonstrate any persistent or significant influence regarding student commitment to the normative foundations of our free enterprise system. The perspectives of Bettleheim, Dreeben and Jackson are presented to demonstrate how schools, in spite of a relatively impotent cognitively oriented curricula, have the potential for transmitting some key economic values…
Rock Music and the Socialization of Moral Values in Early Adolescence
Rethinking Social Studies Research and the Goals of Social Education
This paper examines the research on social studies curriculum's influence on the social, moral, and political attitudes of youth. It is argued that it is difficult to make a case for the social or educational significance of these findings given their small magnitude. Four alternative interpretations of this genre of research are presented. It is concluded that the social studies profession should focus primarily on the achievement of cognitive g…
Cooperative Learning
On the Limits of Rational Moral Education
Contemporary approaches to moral education feature individual choice through rational decision making as the essential component of morality. There is no research which indicates that these approaches significantly alter moral behavior. This paper explores the reasons for moral education's ineffectiveness and offers an alternative perspective on the proper purpose and methods for moral education. A review of the literature on the development of p…
Intrapersonal variations in stage of moral reasoning among adolescents as a function of situational context
Rock Music and the Socialization of Moral Values in Early Adolescence
Ideological Perspectives within the Social Studies Profession
Differences in perspective between professors of social studies education and teachers of social studies regarding the proper focus of social studies instruction frequently have been noted. In order to better understand one potential source of these differences, data on the political ideology of both groups was collected and examined. The professorate sample was found to be substantially more liberal than the teacher sample. The implications of t…
On the Limits of Rational Moral Education
Contemporary approaches to moral education feature individual choice through rational decision making as the essential component of morality. There is no research which indicates that these approaches significantly alter moral behavior. This paper explores the reasons for moral education's ineffectiveness and offers an alternative perspective on the proper purpose and methods for moral education. A review of the literature on the development of p…
Rethinking Social Studies Research and the Goals of Social Education
This paper examines the research on social studies curriculum's influence on the social, moral, and political attitudes of youth. It is argued that it is difficult to make a case for the social or educational significance of these findings given their small magnitude. Four alternative interpretations of this genre of research are presented. It is concluded that the social studies profession should focus primarily on the achievement of cognitive g…
On the Normative Foundations of Economic Education
Research is cited to support the claim that current economic education curricula fail to demonstrate any persistent or significant influence regarding student commitment to the normative foundations of our free enterprise system. The perspectives of Bettleheim, Dreeben and Jackson are presented to demonstrate how schools, in spite of a relatively impotent cognitively oriented curricula, have the potential for transmitting some key economic values…
Some Critical Thoughts about the Teaching of Critical Thinking
Additional informationNotes on contributorsJames S. LemingJAMES S. LEMING is a professor in the Department of Curriculum and Instruction at Southern Illinois University at Carbon-dale
Social Studies Research and the Interests of Children
(1997). Social Studies Research and the Interests of Children. Theory & Research in Social Education: Vol. 25, No. 4, pp. 500-505
A Citation Analysis of the Handbook of Research on Social Studies Teaching and Learning
This study evaluated the characteristics of the knowledge included in The Handbook of Research on Social Studies Teaching and Learning with a view toward better understanding the sources of the discourse and the epistemology of the field. The method used was citation analysis. Tallies were computed for the most frequently cited authors, single pieces of scholarship, and journal citations. We found that the field largely relies upon its own schola…
Correct, but Not Politically Correct? Response to Parker
Cooperative Learning
Intrapersonal variations in stage of moral reasoning among adolescents as a function of situational context
Intrapersonal variations in stage of moral reasoning among adolescents as a function of situational context
On the Limits of Rational Moral Education
Contemporary approaches to moral education feature individual choice through rational decision making as the essential component of morality. There is no research which indicates that these approaches significantly alter moral behavior. This paper explores the reasons for moral education's ineffectiveness and offers an alternative perspective on the proper purpose and methods for moral education. A review of the literature on the development of p…
Cooperative Learning
Rethinking Social Studies Research and the Goals of Social Education
This paper examines the research on social studies curriculum's influence on the social, moral, and political attitudes of youth. It is argued that it is difficult to make a case for the social or educational significance of these findings given their small magnitude. Four alternative interpretations of this genre of research are presented. It is concluded that the social studies profession should focus primarily on the achievement of cognitive g…
On the Normative Foundations of Economic Education
Research is cited to support the claim that current economic education curricula fail to demonstrate any persistent or significant influence regarding student commitment to the normative foundations of our free enterprise system. The perspectives of Bettleheim, Dreeben and Jackson are presented to demonstrate how schools, in spite of a relatively impotent cognitively oriented curricula, have the potential for transmitting some key economic values…
Rock Music and the Socialization of Moral Values in Early Adolescence
Ideological Perspectives within the Social Studies Profession
Differences in perspective between professors of social studies education and teachers of social studies regarding the proper focus of social studies instruction frequently have been noted. In order to better understand one potential source of these differences, data on the political ideology of both groups was collected and examined. The professorate sample was found to be substantially more liberal than the teacher sample. The implications of t…
Correct, but Not Politically Correct? Response to Parker
A Citation Analysis of the Handbook of Research on Social Studies Teaching and Learning
This study evaluated the characteristics of the knowledge included in The Handbook of Research on Social Studies Teaching and Learning with a view toward better understanding the sources of the discourse and the epistemology of the field. The method used was citation analysis. Tallies were computed for the most frequently cited authors, single pieces of scholarship, and journal citations. We found that the field largely relies upon its own schola…
Social Studies Research and the Interests of Children
(1997). Social Studies Research and the Interests of Children. Theory & Research in Social Education: Vol. 25, No. 4, pp. 500-505
Some Critical Thoughts about the Teaching of Critical Thinking
Additional informationNotes on contributorsJames S. LemingJAMES S. LEMING is a professor in the Department of Curriculum and Instruction at Southern Illinois University at Carbon-dale
Psychology (11 works) · Sociology (10 works) · Pedagogy (7 works) · Social studies (7 works) · Mathematics education (6 works) · Social science (6 works) · Epistemology (5 works) · Political science (5 works) · Social Psychology (5 works) · Educator Training and Historical Pedagogy (4 works)