Yonghee Suh
Biographic Data
| ID | 6100409 |
|---|---|
| NAME | Yonghee Suh |
| GIVEN NAMES | Yonghee |
| FAMILY NAME | Suh |
| SIGNATURE | SUH Y |
| AFFILIATIONS | Old Dominion University |
| ORCID | 0000-0001-6436-8144 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The construction of teacher meaning-making when teaching difficult histories: A study of teacher talk in a teacher professional development
Inside out: Being an insider–outsider on teaching and researching African American history in the teacher professional development
Foregrounding Collaboration in Disciplinary Literacy: Implications From Jaal , 2008–2017
In this review, the authors examined articles on collaboration within the context of disciplinary literacy that appeared in the Journal of Adolescent & Adult Literacy between October 2008, when Moje published “Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change,” and December 2017. Findings suggest that the definition of disciplinary literacy has expanded, collaboration is important for both teacher and st…
Standardizing the Essential Knowledge, Skills, and Attitudes for Democratic Life: A Content Analysis of Virginia Standards of Learning and Social Studies Textbooks
This content analysis explored how Civics and Government textbooks and the Virginia Standards of Learning for Civics and Government courses reflect citizenship outcomes, specifically deconstructing the unique needs of marginalized students. The coding frame was constructed by using themes and categories from previous literature, specifically highlighting Kahne and Westheimer's (2003) three Cs (Commitment, Connection, Capacity) framework. The find…
Knowledge Transmission Versus Social Transformation: A Critical Analysis of Purpose in Elementary Social Studies Methods Textbooks
In this article, the authors investigate the extent to which 9 elementary social studies methods textbooks present the purpose of teaching and learning social studies. Using Stanley’s three perspectives of teaching social studies for knowledge transmission, method of intelligence, and social transformation; we analyze how these texts prepare preservice teachers to plan, instruct, and assess social studies in the elementary grades. Findings from t…
Simple Yet Complicated: U.S. History Represented in South Korean History Textbooks
Framing history/social studies textbooks as a social construction designed to create a public memory of a national history and history of the Other, we investigated how U.S. history is represented in South Korea's social studies textbooks and what images and ideas of the United States are encouraged for South Korean students to take. To answer this question, we conducted a content analysis of the presentation of U.S. history in middle school soci…
Significant or Safe? Two Cases of Instructional Uses of History Feature Films
The popularity of VHS and DVD over the past two decades has greatly expanded the influence of history movies, watched by millions of adolescents in homes and classrooms. This paper examines two secondary U.S. history teachers' instructional uses of history motion pictures in their classrooms. Ray used The Patriot (2000) to teach history as stories about the past created by people using imagination and evidence. Marie used Roots (1977) to interwea…
Significant or Safe? Two Cases of Instructional Uses of History Feature Films
The popularity of VHS and DVD over the past two decades has greatly expanded the influence of history movies, watched by millions of adolescents in homes and classrooms. This paper examines two secondary U.S. history teachers' instructional uses of history motion pictures in their classrooms. Ray used The Patriot (2000) to teach history as stories about the past created by people using imagination and evidence. Marie used Roots (1977) to interwea…
Simple Yet Complicated: U.S. History Represented in South Korean History Textbooks
Framing history/social studies textbooks as a social construction designed to create a public memory of a national history and history of the Other, we investigated how U.S. history is represented in South Korea's social studies textbooks and what images and ideas of the United States are encouraged for South Korean students to take. To answer this question, we conducted a content analysis of the presentation of U.S. history in middle school soci…
Standardizing the Essential Knowledge, Skills, and Attitudes for Democratic Life: A Content Analysis of Virginia Standards of Learning and Social Studies Textbooks
This content analysis explored how Civics and Government textbooks and the Virginia Standards of Learning for Civics and Government courses reflect citizenship outcomes, specifically deconstructing the unique needs of marginalized students. The coding frame was constructed by using themes and categories from previous literature, specifically highlighting Kahne and Westheimer's (2003) three Cs (Commitment, Connection, Capacity) framework. The find…
Significant or Safe? Two Cases of Instructional Uses of History Feature Films
The popularity of VHS and DVD over the past two decades has greatly expanded the influence of history movies, watched by millions of adolescents in homes and classrooms. This paper examines two secondary U.S. history teachers' instructional uses of history motion pictures in their classrooms. Ray used The Patriot (2000) to teach history as stories about the past created by people using imagination and evidence. Marie used Roots (1977) to interwea…
Simple Yet Complicated: U.S. History Represented in South Korean History Textbooks
Framing history/social studies textbooks as a social construction designed to create a public memory of a national history and history of the Other, we investigated how U.S. history is represented in South Korea's social studies textbooks and what images and ideas of the United States are encouraged for South Korean students to take. To answer this question, we conducted a content analysis of the presentation of U.S. history in middle school soci…
Standardizing the Essential Knowledge, Skills, and Attitudes for Democratic Life: A Content Analysis of Virginia Standards of Learning and Social Studies Textbooks
This content analysis explored how Civics and Government textbooks and the Virginia Standards of Learning for Civics and Government courses reflect citizenship outcomes, specifically deconstructing the unique needs of marginalized students. The coding frame was constructed by using themes and categories from previous literature, specifically highlighting Kahne and Westheimer's (2003) three Cs (Commitment, Connection, Capacity) framework. The find…
Knowledge Transmission Versus Social Transformation: A Critical Analysis of Purpose in Elementary Social Studies Methods Textbooks
In this article, the authors investigate the extent to which 9 elementary social studies methods textbooks present the purpose of teaching and learning social studies. Using Stanley’s three perspectives of teaching social studies for knowledge transmission, method of intelligence, and social transformation; we analyze how these texts prepare preservice teachers to plan, instruct, and assess social studies in the elementary grades. Findings from t…
Foregrounding Collaboration in Disciplinary Literacy: Implications From Jaal , 2008–2017
In this review, the authors examined articles on collaboration within the context of disciplinary literacy that appeared in the Journal of Adolescent & Adult Literacy between October 2008, when Moje published “Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change,” and December 2017. Findings suggest that the definition of disciplinary literacy has expanded, collaboration is important for both teacher and st…
Inside out: Being an insider–outsider on teaching and researching African American history in the teacher professional development
The construction of teacher meaning-making when teaching difficult histories: A study of teacher talk in a teacher professional development
Educator Training and Historical Pedagogy (7 works) · Pedagogy (6 works) · Sociology (6 works) · Innovative Teaching Methodologies in Social Sciences (5 works) · Law (3 works) · Law (3 works) · Mathematics education (3 works) · Political science (3 works) · Psychology (3 works) · Social science (3 works)