The large work of small schools

Why social studies teachers and educators should care

Datos Bibliográficos

ID11070931
AutoresNancy Patterson (Bowling Green State University, autor de correspondencia), John Martin Fischer (0000-0002-1685-4743, Bowling Green State University), John Fischer, Anthony Francis (0000-0001-7772-7601), Anthony Tuf Francis (0009-0003-5590-1308, Testaverde Fund for Spinal Cord Injury), Carey Smith, Carey N Smith (Broadway)
Año2008
Volumen36
Número1
Páginas110-132
Fecha de publicación2008-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory & Research in Social Education (JOURNAL)
Identificadores de la revistaISSN: 0093-3104 • E-ISSN: 2163-1654
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2008.10473362
OpenAlexW2088964254
IdiomaEN
Referencias citadas12

As we engage our students in social studies topics—whether at the college level or the secondary level—we are charged with promoting habits of mind and thought that produce our country's citizens. If we are doing our jobs, we are insistent about finding ways to connect the democracy in our classrooms with the democracy in our culture, and thus impact the effectiveness of both. In the following auto-ethnographic case study, we map five years of one such effort to make connections through a university/urban school reform project. Two social studies teachers and two social studies professors describe and explore the democratizing elements of this effort and their involvement with it. We have found that changes in structure, curricula, and relationships have been dramatic, and that our own work lives have changed as a result

Mathematics education · Pedagogy · Social studies · Sociology · Work (physics · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Innovative Teaching Methodologies in Social Sciences · Psychology