Jack R Fraenkel
Biographic Data
| ID | 6100082 |
|---|---|
| NAME | Jack R Fraenkel |
| GIVEN NAMES | Jack R |
| FAMILY NAME | Fraenkel |
| SIGNATURE | FRAENKEL J R |
| AFFILIATIONS | San Francisco State University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 1998 |
| H-INDEX | 4 |
Some Thoughts about Social Studies Research
(1998). Some Thoughts about Social Studies Research. Theory & Research in Social Education: Vol. 26, No. 2, pp. 272-275
The Evolution of the Taba Curriculum Development Project
(1994). The Evolution of the Taba Curriculum Development Project. The Social Studies: Vol. 85, No. 4, pp. 149-159
An Analysis of Recent Submissions to Theory and Research in Social Education
In order to help potential authors improve their manuscripts, we present the following discussion of recent submissions to Theory and Research in Social Education
An Analysis of Social Studies Research over an Eight Year Period
Research studies published in Theory and Research in Social Education over an eight year period, beginning with the first issue in Volume VII (Spring, 1979) and ending with the last issue in Volume XIV (Fall, 1986) were reviewed and evaluated using an instrument developed by the authors. Descriptive summaries of our findings, and our interpretations of them, along with examples of good and bad practice, are reported
Toward Improving Research in Social Studies Education
The types of research most commonly conducted by social studies educators fall into one of three categories: surveys, experiments, or content analyses. There are additional research methodologies that might be considered, however. Brief descriptions of these methodologies, as well as examples of potential research questions involving them, are presented. A number of ways to improve the quality of social studies research are then discussed
Program Presentations and Journal Publications as Indications of Productivity in Social Studies Education
Contributions to NCSS programs can be considered as one indication of the quantity of research and development in social studies education. The institutional affiliations of different contributors to NCSS programs for the years 1975–1979 were compiled and compared, and then ranked in order of institutional productivity. Contributions were analyzed in terms of quantity, consistency over time, increase in productivity over time, and evenness of dis…
The Relationship between Moral Thought and Moral Action
This article focuses upon the question “Does level of moral reasoning increase the likelihood of moral behavior occurring?” Through a review of the literature on this subject, the author draws these conclusions: first, that although there does appear to be some evidence to support the idea that level of moral reasoning is associated with an increased amount of moral behavior, the relationship is by no means a clearcut one; and second, moral reaso…
Toward Improving Research in Social Studies Education
The types of research most commonly conducted by social studies educators fall into one of three categories: surveys, experiments, or content analyses. There are additional research methodologies that might be considered, however. Brief descriptions of these methodologies, as well as examples of potential research questions involving them, are presented. A number of ways to improve the quality of social studies research are then discussed
The Evolution of the Taba Curriculum Development Project
(1994). The Evolution of the Taba Curriculum Development Project. The Social Studies: Vol. 85, No. 4, pp. 149-159
An Analysis of Social Studies Research over an Eight Year Period
Research studies published in Theory and Research in Social Education over an eight year period, beginning with the first issue in Volume VII (Spring, 1979) and ending with the last issue in Volume XIV (Fall, 1986) were reviewed and evaluated using an instrument developed by the authors. Descriptive summaries of our findings, and our interpretations of them, along with examples of good and bad practice, are reported
The Relationship between Moral Thought and Moral Action
This article focuses upon the question “Does level of moral reasoning increase the likelihood of moral behavior occurring?” Through a review of the literature on this subject, the author draws these conclusions: first, that although there does appear to be some evidence to support the idea that level of moral reasoning is associated with an increased amount of moral behavior, the relationship is by no means a clearcut one; and second, moral reaso…
An Analysis of Recent Submissions to Theory and Research in Social Education
In order to help potential authors improve their manuscripts, we present the following discussion of recent submissions to Theory and Research in Social Education
Program Presentations and Journal Publications as Indications of Productivity in Social Studies Education
Contributions to NCSS programs can be considered as one indication of the quantity of research and development in social studies education. The institutional affiliations of different contributors to NCSS programs for the years 1975–1979 were compiled and compared, and then ranked in order of institutional productivity. Contributions were analyzed in terms of quantity, consistency over time, increase in productivity over time, and evenness of dis…
The Relationship between Moral Thought and Moral Action
This article focuses upon the question “Does level of moral reasoning increase the likelihood of moral behavior occurring?” Through a review of the literature on this subject, the author draws these conclusions: first, that although there does appear to be some evidence to support the idea that level of moral reasoning is associated with an increased amount of moral behavior, the relationship is by no means a clearcut one; and second, moral reaso…
Toward Improving Research in Social Studies Education
The types of research most commonly conducted by social studies educators fall into one of three categories: surveys, experiments, or content analyses. There are additional research methodologies that might be considered, however. Brief descriptions of these methodologies, as well as examples of potential research questions involving them, are presented. A number of ways to improve the quality of social studies research are then discussed
An Analysis of Social Studies Research over an Eight Year Period
Research studies published in Theory and Research in Social Education over an eight year period, beginning with the first issue in Volume VII (Spring, 1979) and ending with the last issue in Volume XIV (Fall, 1986) were reviewed and evaluated using an instrument developed by the authors. Descriptive summaries of our findings, and our interpretations of them, along with examples of good and bad practice, are reported
The Evolution of the Taba Curriculum Development Project
(1994). The Evolution of the Taba Curriculum Development Project. The Social Studies: Vol. 85, No. 4, pp. 149-159
An Analysis of Recent Submissions to Theory and Research in Social Education
In order to help potential authors improve their manuscripts, we present the following discussion of recent submissions to Theory and Research in Social Education
Some Thoughts about Social Studies Research
(1998). Some Thoughts about Social Studies Research. Theory & Research in Social Education: Vol. 26, No. 2, pp. 272-275
Psychology (7 works) · Pedagogy (6 works) · Sociology (6 works) · Mathematics education (5 works) · Social science (5 works) · Social studies (5 works) · Educational research (4 works) · Educator Training and Historical Pedagogy (4 works) · Educational Practices and Policies (2 works) · Epistemology (2 works)