The social studies discourse instrument
Validating an observation tool for classroom discussions
Bibliographic Data
| ID | 7417846 |
|---|---|
| Authors | Lightning Peter Jay (0000-0003-2876-2907, Binghamton University), Abby Reisman (0000-0002-1567-1611, University of Pennsylvania), T Patterson (0000-0001-8139-9348, Temple University), Wendy Chan (0000-0002-7344-2454, University of Pennsylvania), J Conrad (0000-0002-8904-9091, Oregon State University - Cascades Campus) |
| Year | 2025 |
| Volume | 53 |
| Issue | 3 |
| Pages | 371-402 |
| Publication date | 2025-01-31 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2025.2453513 |
| OpenAlex | W4407018899 |
| Language | EN |
| Citations received | 2 |
| References cited | 75 |
Pedagogy · Sociology · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology
Controversy in the Classroom
No Citizen Left Behind
The Effect of Evaluation on Teacher Performance
Teaching Practice
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Redefining teaching, re‐imagining teacher education
Guiding Principles for Fostering Productive Disciplinary Engagement
The development of epistemological understanding
Learning from Teacher Observations
Putting teacher evaluation systems on the map
Backtalk
A Coefficient of Agreement for Nominal Scales
The Wiley International Handbook of History Teaching and Learning
Teaching History for the Common Good
Reading Like a Historian
An Updated Theoretical and Practical Model for Promoting Historical Empathy
The disciplinary and critical divide in social studies teacher education research
Between identification and empathy to elaborate the difficult past
The Role of Civic Debt in Democratic Education
Evidence of emergent practice
White preservice teachers facilitating African American history discussions
Teaching content in practice
Teaching with and for discussion
Mind the civic empowerment gap
We Made Progress
Capturing Classroom Talk With the Low- Inference Discourse Observation Tool
Teaching historical thinking and reasoning
You excluded us for so long and now you want us to be patriotic?”
Core Practices for Teaching History
From deliberation to counter-narration
From Margins to Center
Couldn't she just leave?”
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions
Getting critical with compelling questions
Pedagogies of Naming, Questioning, and Demystification
Investigating teacher adoption of authentic pedagogy through lesson study
History is critical
Reconsidering Affective Engagement in Historical Empathy
Deliberation can wait
Equity- and Tolerance-Oriented Teachers
Rethinking presentism in history education
Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom
Disrupting the Official Curriculum
Examining the relationship between teachers’ discussion facilitation and their students’ reasoning
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
Funds of knowledge for teaching
Coaching Teachers in Document-Based History Instruction
The Work of Teaching and the Challenge for Teacher Education
Evidence-Based Teacher Preparation
Proposing Core Practices for Social Studies Teacher Education
Different Methods for Assessing Preservice Teachers' Instruction
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |