Public Understanding to Political Voice
Action Research and Generative Curricular Practices in Issues and Reform
Bibliographic Data
| ID | 11595188 |
|---|---|
| Authors | Mary Frances Agnello (Texas Tech University, corresponding author) |
| Year | 2007 |
| Volume | 98 |
| Issue | 5 |
| Pages | 217-224 |
| Publication date | 2007-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Social Studies (BOOK_SERIES) |
| Journal identifiers | ISSN: 0037-7996 • E-ISSN: 2152-405X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.3200/tsss.98.5.217-224 |
| OpenAlex | W2002680643 |
| Language | EN |
| Citations received | 2 |
| References cited | 11 |
The author and preservice teachers in a postbaccalaureate Issues and Reform in Secondary Education course engaged Ernest Stringer's (2004) model of action research to develop generative curricula. They adhered to Walter C. Parker's (1991, 2006) vision of public formation and essential social studies teaching and used student-centered teaching based on students' knowledge needs, which were determined through observation, formative assessments, and two questionnaires. As suggested in Parker's work supporting participatory democracy, the public, including public school teachers, must engage in public discussion and become active in the government's activities of solving public problems. In this article, the author focuses on procedures teachers can follow to implement action research to motivate public understanding and participation in the social studies classroom. Through generative curricula, the students exercised participatory citizenship for democratic ideals promoting cultural diversity and fairer economics both locally and globally
Action (physics · Action research · Call to action · Citizen journalism · Citizenship · Curriculum · Democracy · Diversity (politics · Formative assessment · Government (linguistics · Mathematics education · Participatory action research · Pedagogy · Political science · Politics · Public relations · Social studies · Sociology · Teaching method · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Savage inequalities
The Structuring of Pedagogic Discourse
Learning to Teach against the Grain
Revolutionary Talk
The Strange Demise of Jim Crow
Public Discourses in Schools
What a Difference a Definition Makes
A Reconceptualization of Teacher Education
Higher Standards for Prospective Teachers
Learning to Teach Against the (New) Grain
| Citations per year | 0.14 |
|---|---|
| Citation span | 2012 - 2021 (10) |
| Highly cited | No |