Research and Practice in Social Studies Series – serie

Teaching History for Justice

Centering Activism in Students' Study of the Past

Post-Pandemic Social Studies

How COVID-19 Has Changed the World and How We Teach

Teaching Difficult Histories in Difficult Times

Stories of Practice

Making Classroom Discussions Work

Methods for Quality Dialogue in the Social Studies

Critical Race Theory and Social Studies Futures

From the Nightmare of Racial Realism to Dreaming Out Loud

Toward a Stranger and More Posthuman Social Studies

Civic Engagement in Communities of Color

Pedagogy for Learning and Life in a More Expansive Democracy

Developing Historical Thinkers

Supporting Historical Inquiry for All Students

Developing Historical Thinkers

Supporting Historical Inquiry for All Students

Teaching Villainification in Social Studies

Pedagogies to Deepen Understanding of Social Evils

Teaching Villainification in Social Studies

Pedagogies to Deepen Understanding of Social Evils

Place-Based Social Studies Education

Learning from Flint, Michigan

Place-Based Social Studies Education

Learning from Flint, Michigan

Teaching Democracy Now

Teaching Democracy Now

Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth

Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth

Teaching Data Literacy in Social Studies

Principles and Practices to Support Historical Thinking and Civic Engagement

Teaching Data Literacy in Social Studies

Principles and Practices to Support Historical Thinking and Civic Engagement

Theory-Story Reader for Social Studies

Theory-Story Reader for Social Studies

AI in Social Studies Education

Tools for Thoughtful Practice with Generative Artificial Intelligence

AI in Social Studies Education

Tools for Thoughtful Practice with Generative Artificial Intelligence

Youth Participatory Action Research in Your Classroom

Teaching and Learning for Active Citizenship