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This Handbook outlines the current state of research in social studies education – a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence; long maintained by advocates for the social studies as a fundamental goal. In considering how to organize the Handbook, the editors searched out definitions of social studies, statements of purpose, and themes that linked (or divided) theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last Handbook that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies. The volume is organized around seven themes: Change and Continuity in Social Studies Civic Competence in Pluralist Democracies Social Justice and the Social Studies Assessment and Accountability Teaching and Learning in the Disciplines Information Ecologies: Technology in the Social Studies Teacher Preparation and Development The Handbook of Research in Social Studies is a must-have resource for all beginning and experienced researchers in the field.

In the contemporary world it is clear that the need to study beyond Masters Level is increasing in importance for a wide range of practitioners in diverse professional settings. Students across the world are choosing doctorates not only to become career academics, but to go beyond the academic arena, in order to make a personal and educational, as well as an economic investment, in their workplace careers and their lives. However for many doctoral students, both full-time and part-time, navigating the literature and key issues surrounding doctoral research can often be a challenge. Bringing together contributions from key names in the international education arena, The Routledge Doctoral Student’s Companion is a comprehensive guide to the literature surrounding doctorates, bringing together questions, challenges and solutions normally scattered over a wide range of texts. Accessible and wide-ranging, it covers all doctoral students need to know about: what doctoral education means in contemporary practice forming an identity and knowledge as a doctoral student the big questions which run throughout doctoral practice becoming a researcher the skills needed to conduct research integrating oneself into a scholarly community. Offering an extensive and rounded guide to undertaking doctoral research in a single volume, this book is essential reading for all full-time and part-time doctoral students in education and related disciplines.

In the Great Recession of 2007-2010, Americans watched their retirement savings erode and the value of their homes decline while the unemployment rate increased and GDP sank. New demands emerged for unprecedented government intervention into the economy. While these changes have a dramatic impact on society at large, they also have serious implications for the content and teaching of economics. Teaching Economics in a Time of Unprecedented Change is a one-stop collection that helps pre- and in-service social studies teachers to foster an understanding of classic content as well as recent economic developments. Part I offers clear and teachable overviews of the nature of today’s complex economic crisis and the corollary changes in teaching economics that flow from revising and updating long-held economic assumptions. Part II provides both detailed best practices for teaching economics in the social studies classroom and frameworks for teaching economics within different contexts including personal finance, entrepreneurship, and history. Part III concludes with effective strategies for teaching at the elementary and secondary school levels based on current research on economic education. From advice on what every economics teacher should know, to tips for best education practices, to investigations into what research tells us about teaching economics, this collection provides a wealth of contextual background and teaching ideas for today’s economics and social studies educators.  Additional information and resources can be found at the authors’ website neweconteaching.com.

Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a "basic" understanding of the country’s history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachers’ lectures ensues. In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase students’ capacity to critically read and assess the nature of the complex culture in which they live.

In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is 'boring.'

Accompanying The Routledge Doctoral Student’s Companion this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research. Providing guidance about helpful resources and methodological support, the chapters: frame important questions within the history of debates act as a road map through international literatures make suggestions for good practice raise important questions and provide answers to key pedagogical issues provide advice on enabling students’ scholarly careers and identities. While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are.

This international handbook reflects on the development of the field of technology education. From reviewing how the field has developed and its current strengths, consideration is given to where the field might go and how it can be supported in this process. This handbook argues that technology is an essential part of education for all and it provides a unique coverage of the developing field of technology education. It is divided into eight sections, from consideration of different approaches to education in different countries, through thinking about the nature of technology, perceptions of technology, relationships between science, technology and society, learning and teaching, assessment, teacher education and professional development, and developed and developing research approaches. This book constitutes a significant collection of work from numerous countries and authors actively engaged in technology education research and development. It is intended for graduate students, academics, researchers, curriculum developers, professional development providers, policy makers, and practitioners. The development of this handbook represents an important step in the maturity of the field of technology education. The field has matured, as our technological society has matured, to the point that research and practice can be documented as shared in this publication. Historians will look at this international handbook as a significant, comprehensive step for a field of education that focuses on technology, innovation, design, and engineering for all students. Kendall Starkweather, Ph.D., DTE, CAE. (ITEA Executive Director)

This handbook is designed for people with little or no training in social research who are concerned about important issues related to girls' education in Africa. The reader will learn how to gather data for identifying problems and possible interventions, assess resources for action, plan projects, and understand and evaluate the work of other researchers.

This wide-ranging handbook provides a comprehensive overview of the field of education as viewed from a sociological perspective. Experts in the area present theoretical and empirical research on major educational issues and analyze the social processes that govern schooling, and the role of schools in and their impact on contemporary society. A major reference work for social scientists who want an overview of the field, graduate students, and educators.