Kevin W Meuwissen
Biographic Data
| ID | 6100092 |
|---|---|
| NAME | Kevin W Meuwissen |
| GIVEN NAMES | Kevin W |
| FAMILY NAME | Meuwissen |
| SIGNATURE | MEUWISSEN K W |
| AFFILIATIONS | University of Rochester |
| ORCID | 0000-0003-0970-2693 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Navigating “big feelings” in teaching and learning difficult histories
Happy Professional Development at an Unhappy Time”
Adolescent learners stand to benefit when history teachers center their practice on investigating open-ended questions, interrogating evidence, and constructing persuasive arguments. Taking up this kind of teaching requires professional development (PD) experiences that are sustained, subject-specific, learning-focused, and collaborative and that provide participants with opportunities to try out, discuss, and rethink new teaching practices in an…
Can Studying Adolescents’ Thinking Amplify High-Leverage Social Studies Teaching Practice? Challenges of Synthesizing Pedagogies of Investigation and Enactment in School–Institutional Contexts
The notion that teacher education should emphasize high-leverage practice, which is research based, represents the complexity of the subject matter, bolsters teachers’ understanding of student learning, is adaptable to different curricular circumstances, and can be mastered with regular use, has traction in scholarship. Nevertheless, how teacher educators might support high-leverage practice concurrently within programs and school institutions re…
Readin', Writin', Ready for Testin'? Adaptive Assessment in Elective and Standardized-Tested Social Studies Course Contexts
This is an instrumental case study of 1 novice and 1 experienced secondary social studies teachers' concurrent assessment practices within tightly structured, standardized-tested curricula and flexible elective curricula. It is anchored by 2 questions: (1) How did the teachers' assessment stances and practices manifest across the 2 course contexts? and (2) How did they mediate the influences of high-stakes tests and other curriculum controls in t…
Making a Case for Transformed Political Discourse in Schools and Society
(2010). Making a Case for Transformed Political Discourse in Schools and Society. Theory & Research in Social Education: Vol. 38, No. 1, pp. 168-174
Maybe Someday the Twain Shall Meet
Keywords: preparing preservice teachers for teachingrealities of the classroomsocial studies methods courses
Happy Professional Development at an Unhappy Time”
Adolescent learners stand to benefit when history teachers center their practice on investigating open-ended questions, interrogating evidence, and constructing persuasive arguments. Taking up this kind of teaching requires professional development (PD) experiences that are sustained, subject-specific, learning-focused, and collaborative and that provide participants with opportunities to try out, discuss, and rethink new teaching practices in an…
Can Studying Adolescents’ Thinking Amplify High-Leverage Social Studies Teaching Practice? Challenges of Synthesizing Pedagogies of Investigation and Enactment in School–Institutional Contexts
The notion that teacher education should emphasize high-leverage practice, which is research based, represents the complexity of the subject matter, bolsters teachers’ understanding of student learning, is adaptable to different curricular circumstances, and can be mastered with regular use, has traction in scholarship. Nevertheless, how teacher educators might support high-leverage practice concurrently within programs and school institutions re…
Readin', Writin', Ready for Testin'? Adaptive Assessment in Elective and Standardized-Tested Social Studies Course Contexts
This is an instrumental case study of 1 novice and 1 experienced secondary social studies teachers' concurrent assessment practices within tightly structured, standardized-tested curricula and flexible elective curricula. It is anchored by 2 questions: (1) How did the teachers' assessment stances and practices manifest across the 2 course contexts? and (2) How did they mediate the influences of high-stakes tests and other curriculum controls in t…
Maybe Someday the Twain Shall Meet
Keywords: preparing preservice teachers for teachingrealities of the classroomsocial studies methods courses
Maybe Someday the Twain Shall Meet
Keywords: preparing preservice teachers for teachingrealities of the classroomsocial studies methods courses
Making a Case for Transformed Political Discourse in Schools and Society
(2010). Making a Case for Transformed Political Discourse in Schools and Society. Theory & Research in Social Education: Vol. 38, No. 1, pp. 168-174
Readin', Writin', Ready for Testin'? Adaptive Assessment in Elective and Standardized-Tested Social Studies Course Contexts
This is an instrumental case study of 1 novice and 1 experienced secondary social studies teachers' concurrent assessment practices within tightly structured, standardized-tested curricula and flexible elective curricula. It is anchored by 2 questions: (1) How did the teachers' assessment stances and practices manifest across the 2 course contexts? and (2) How did they mediate the influences of high-stakes tests and other curriculum controls in t…
Can Studying Adolescents’ Thinking Amplify High-Leverage Social Studies Teaching Practice? Challenges of Synthesizing Pedagogies of Investigation and Enactment in School–Institutional Contexts
The notion that teacher education should emphasize high-leverage practice, which is research based, represents the complexity of the subject matter, bolsters teachers’ understanding of student learning, is adaptable to different curricular circumstances, and can be mastered with regular use, has traction in scholarship. Nevertheless, how teacher educators might support high-leverage practice concurrently within programs and school institutions re…
Happy Professional Development at an Unhappy Time”
Adolescent learners stand to benefit when history teachers center their practice on investigating open-ended questions, interrogating evidence, and constructing persuasive arguments. Taking up this kind of teaching requires professional development (PD) experiences that are sustained, subject-specific, learning-focused, and collaborative and that provide participants with opportunities to try out, discuss, and rethink new teaching practices in an…
Navigating “big feelings” in teaching and learning difficult histories
Educator Training and Historical Pedagogy (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Global Education and Multiculturalism (4 works) · Innovative Teaching Methodologies in Social Sciences (3 works) · Political science (3 works) · Social studies (3 works) · Sociology (3 works) · Accountability (2 works)