Ryan T Knowles
Biographic Data
| ID | 6007917 |
|---|---|
| NAME | Ryan T Knowles |
| GIVEN NAMES | Ryan T |
| FAMILY NAME | Knowles |
| SIGNATURE | KNOWLES R T |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0002-7298-5975 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 90 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Controversial for whom? Reconsidering controversial issue discussion and deliberation in education for democracy
Purpose This article interrogates the concept of “controversial issues” in civic and democratic education. Rather than treating controversial issues as universally recognized, we examine how power, positionality, and sociopolitical context shape what is categorized as controversial and with what consequences for students and teachers.Design/methodology/approach We conduct a conceptual and theoretical analysis drawing from deliberative democratic …
Civic education, school climate, and gender in Latin American countries
Digital Media and Political Engagement
This study investigates the relationship between students’ political engagement, civic knowledge, socioeconomic status, gender, and digital media use and their pro-environmental attitudes and behaviors in Denmark, Sweden, Spain, and Romania. To do this, we use data from the International Civic and Citizenship Study (ICCS:22) and employ hierarchical level modeling. We found that students with higher civic knowledge and greater confidence in their …
Preparing youth for global challenges
Exploring associations between social interaction and urban park attributes
Teaching #BlackLivesMatter in the classroom
This study explores the racial pedagogical decision making of teachers presented with the opportunity to address the #BlackLivesMatter movement in their classroom. Findings of more than 4,000 teachers indicate that suburban, urban, African American and Latino/a were most likely to address BLM through an antiracist positioning. Rural and more experienced teachers were the most likely to respond ‘All Lives Matter’ to a classroom scenario. Analysis …
Profile of an Elementary Teacher—How Instructional Strategies Differ across Elementary Classrooms
The marginalization of social studies has led to many questions about how elementary teachers include social studies in their curriculum. Using a survey distributed to Texas teachers, this study explores the instructional strategies, integration emphasis, and content area instructional time utilized in the elementary classroom. Through a quantitative study, results indicate a significant relationship with emphasizing controversial issues in socia…
Trust, civic self-efficacy, and acceptance of corruption among Colombian adolescents
Civic self-efficacy and trust are interrelated dimensions of citizenship that are important in adolescence and linked to educational contexts. Furthermore, they have been separately connected to corruption. However, the three factors are seldom looked at together and investigations of them using international education datasets are rarely contextualised within national histories and politics. The current study uses the 2009 and 2016 ICCS and mult…
Anti-racist Quantitative Research
The implications of ideology on teachers’ beliefs regarding civic education
Teaching Who You Are
This quantitative study uses survey data to test connections between 735 teachers’ civic education ideology (CivID) and their self-reported instructional practices. Analysis demonstrates teachers’ beliefs in relation to conservative, liberal, and critical civic education ideology as well as preference for instructional strategies, such as teacher–text and collaborative–research. Results indicate that high support for particular civic education id…
How common is the common good? Moving beyond idealistic notions of deliberative democracy in education
Social Studies Education
Manifesting Destiny
In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K–12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indig…
Manifesting Destiny
In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K–12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indig…
Teaching Who You Are
This quantitative study uses survey data to test connections between 735 teachers’ civic education ideology (CivID) and their self-reported instructional practices. Analysis demonstrates teachers’ beliefs in relation to conservative, liberal, and critical civic education ideology as well as preference for instructional strategies, such as teacher–text and collaborative–research. Results indicate that high support for particular civic education id…
The implications of ideology on teachers’ beliefs regarding civic education
How common is the common good? Moving beyond idealistic notions of deliberative democracy in education
Trust, civic self-efficacy, and acceptance of corruption among Colombian adolescents
Civic self-efficacy and trust are interrelated dimensions of citizenship that are important in adolescence and linked to educational contexts. Furthermore, they have been separately connected to corruption. However, the three factors are seldom looked at together and investigations of them using international education datasets are rarely contextualised within national histories and politics. The current study uses the 2009 and 2016 ICCS and mult…
Anti-racist Quantitative Research
Exploring associations between social interaction and urban park attributes
Social Studies Education
Manifesting Destiny
In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K–12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indig…
How common is the common good? Moving beyond idealistic notions of deliberative democracy in education
The implications of ideology on teachers’ beliefs regarding civic education
Teaching Who You Are
This quantitative study uses survey data to test connections between 735 teachers’ civic education ideology (CivID) and their self-reported instructional practices. Analysis demonstrates teachers’ beliefs in relation to conservative, liberal, and critical civic education ideology as well as preference for instructional strategies, such as teacher–text and collaborative–research. Results indicate that high support for particular civic education id…
Trust, civic self-efficacy, and acceptance of corruption among Colombian adolescents
Civic self-efficacy and trust are interrelated dimensions of citizenship that are important in adolescence and linked to educational contexts. Furthermore, they have been separately connected to corruption. However, the three factors are seldom looked at together and investigations of them using international education datasets are rarely contextualised within national histories and politics. The current study uses the 2009 and 2016 ICCS and mult…
Anti-racist Quantitative Research
Teaching #BlackLivesMatter in the classroom
This study explores the racial pedagogical decision making of teachers presented with the opportunity to address the #BlackLivesMatter movement in their classroom. Findings of more than 4,000 teachers indicate that suburban, urban, African American and Latino/a were most likely to address BLM through an antiracist positioning. Rural and more experienced teachers were the most likely to respond ‘All Lives Matter’ to a classroom scenario. Analysis …
Profile of an Elementary Teacher—How Instructional Strategies Differ across Elementary Classrooms
The marginalization of social studies has led to many questions about how elementary teachers include social studies in their curriculum. Using a survey distributed to Texas teachers, this study explores the instructional strategies, integration emphasis, and content area instructional time utilized in the elementary classroom. Through a quantitative study, results indicate a significant relationship with emphasizing controversial issues in socia…
Preparing youth for global challenges
Exploring associations between social interaction and urban park attributes
Civic education, school climate, and gender in Latin American countries
Digital Media and Political Engagement
This study investigates the relationship between students’ political engagement, civic knowledge, socioeconomic status, gender, and digital media use and their pro-environmental attitudes and behaviors in Denmark, Sweden, Spain, and Romania. To do this, we use data from the International Civic and Citizenship Study (ICCS:22) and employ hierarchical level modeling. We found that students with higher civic knowledge and greater confidence in their …
Controversial for whom? Reconsidering controversial issue discussion and deliberation in education for democracy
Purpose This article interrogates the concept of “controversial issues” in civic and democratic education. Rather than treating controversial issues as universally recognized, we examine how power, positionality, and sociopolitical context shape what is categorized as controversial and with what consequences for students and teachers.Design/methodology/approach We conduct a conceptual and theoretical analysis drawing from deliberative democratic …
Sociology (10 works) · Educator Training and Historical Pedagogy (9 works) · Psychology (9 works) · Pedagogy (8 works) · Political science (8 works) · Global Education and Multiculturalism (7 works) · Mathematics education (6 works) · Politics (5 works) · Citizenship (4 works) · Law (4 works)