Featured Research from Members:
Beeson, M. W., Journell, W, & Ayers, C. A. (2014). When using technology isn't enough: A comparison of high school civics teachers' TPCK in one-to-one laptop environments. Journal of Social Studies Research, 38, 117-128.
Buchanan, L. B. (2014). From Freedom Riders to The Children's March: Civil rights documentaries as catalysts for historical empathy. Social Education, 78, 91-95.
Buchanan, L. B. (in press). Fostering historical thinking about the U.S. Civil Rights Movement: Using documentary film in elementary social studies education. The Social Studies.
Buchanan, L. B. (in press). "We make it controversial": Elementary preservice teachers' beliefs about race. Teacher Education Quarterly.
Buchanan, L. B. (in press). Digital immigrant as first year faculty: How I improved my university teaching through embracing technology. In A. Kemp (Ed.), Dignity of the calling: Educators share the beginning of their journeys. Charlotte, NC: Information Age.
Fitchett, P. G., Heafner, T. L., & Lambert, R. (2014). Social studies under siege: Examining policy and teacher-level factors associated with elementary social studies marginalization. Teachers College Record, 116, 1-34.
Fitchett, P. G., Heafner, T. L., & Lambert, R. (2014). Examining social studies marginalization: A multilevel analysis. Educational Policy, 28, 40-68.
Fitchett, P. G., Heafner, T. L., & VanFossen, P. (2014). An analysis of time prioritization for social studies in elementary school classrooms. Journal of Curriculum and Instruction, 8, 7-35.
Friedman, A. M. (2014). Beyond the bubble: A new generation of history assessments. Journal of American History, 101, 1032.
Friedman, A. M. (2014). "Computer as data gatherer" for a new generation: Martorella's predictions, the past, the present, and the future of technology in social studies. Contemporary Issues in Technology and Teacher Education, 14, Retrieved from http://www.citejournal.org/vol14/iss2/socialstudies/article1.cfm
Groce, E., Bellows, E., McClure, G., Daigle, E., Heafner, T., & Fox, B. (2014). Is Rosa still tired? Revisiting Kohl's myths in contemporary picture books. American Education History Journal, 41, 425-443.
Groce, E., Heafner, T., Bellows, E., & Groce, R. (2014). The North Platte Canteen: Homefront hospitality in Nebraska. Middle Level Learning, 51, 1-12.
Heafner, T. L., Carter, A. T., & Natoli, J. (2014). Digital tools for the 21st century social studies classroom. In W. B. Russell (Ed.), Digital social studies (pp. 98-129). Charlotte, NC: Information Age.
Heafner, T. L., Groce, E., & Bellows, E. (2014). Exploring the complexity of music and the utility of digital tools to understand the past. In W. B. Russell (Ed.), Digital social studies (pp. 243-270). Charlotte, NC: Information Age.
Heafner, T. L., Groce, E., Bellows, E., & Finnell, A. (2015). Springsteen's Born in the U.S.A.: Promoting historical inquiry through music. Social Studies Research and Practice, 9, 118-138.
Heafner, T. L., Hartshorne, R., & Petty, T. M. (2015). Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Heafner, T. L., Groce, E., Bellows, E., Coffey, H., & Bjerre, M. E. (2015). High school teachers' gender oriented perceptions of technology integration. In Heafner, T. L., Hartshorne, R., & Petty, T. M. (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Heafner, T. L., Lipscomb, G. B., & Fitchett, P. G. (2014). Instructional practices of elementary social studies teachers in North and South Carolina. Journal of Social Studies Research, 38, 15-31.
Heafner, T. L., & Plaisance, M. P. (2014). Exploring synchronous test chat in remotely-delivered early field experiences. Journal of Interactive Learning Research, 25, 327-352.
Heafner, T. L., & Plaisance, M. P. (2015). Synchronous text chat (EduTexting) as an online learning tool. In Heafner, T. L., Hartshorne, R., & Petty, T. M. (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Heafner, T. L., & Spooner, M. (2015). Professional development schools nurture professional learning communities. In Polly, D., Heafner, T. L., Chapman, M., & Spooner, M. (Eds.), Professional development schools and transformative partnerships. Hershey, PA: IGI Global.
Hewitt, K. K., Journell, W., & Zilonka, R. (in press). What the flip: Impact of flipped instruction on self-regulated learning. International Journal of Social Media and Interactive Learning Environments.
Hilburn, J., & Maguth, B. M. (in press). Spatial citizenship education: Civics teachers' instructional practices and approaches. Journal of Social Studies Research.
Hilburn, J., Rong, X. L., Parkhouse, H., & Turner, A. (in press). What contributes to social studies teachers' inclusiveness in teaching immigrant students in a new gateway state? Social Studies Research and Practice.
Journell, W. (2014). Teaching politics in the U.S. History classroom. The History Teacher, 48, 55-69.
Journell, W. (2014). Analyzing the appropriateness of internet-based school news programs for social studies classrooms: CNN Student News as a case study. The Clearing House, 87, 53-58.
Journell, W. (2014). K-12 online learning: The next frontier for social studies education. In W. B. Russell (Ed.), Digital social studies (pp. 21-43). Charlotte, NC: Information Age.
Journell, W. (2015). Practical guidelines for creating online courses in K-12 education. In T. L. Heafner, R. Hartshorne, & T. M. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Journell, W. (in press). Teacher political disclosure as parrhesia. Teachers College Record.
Journell, W., Ayers, C. A., & Beeson, M. W. (2014). Tweeting in the classroom. Phi Delta Kappan, 95(5), 63-67.
Journell, W., Beeson, M. W., & Ayers, C. A. (in press). Learning to think politically: Toward more complete disciplinary knowledge in civics and government courses. Theory & Research in Social Education.
Journell, W., McFadyen, B., Miller, M. S., & Brown, K. K. (2014). K-12 online learning: Issues and future research directions. In T. V. Yuzer & G. Eby (Eds.), Emerging priorities and trends in distance education: Communication, pedagogy, and technology (pp. 385-400). Hershey, PA: IGI Global.
Journell, W., & Tolbert, L. C. (in press). Working together, not sharing the burden: A collaborative approach to developing pedagogical content knowledge with secondary social studies preservice teachers. In A. R. Crowe & A. Cuenca (Eds.), Rethinking social studies teacher education for twenty-first century citizenship. New York, NY: Springer.
Linton, J. N., & Journell, W. (2015). Meeting the demand for online education: A study of a state-run program designed to train virtual K-12 teachers. In T. L. Heafner, R. Hartshorne, & T. M. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Maguth, B. M., & Hilburn, J. (Eds.). (in press). The state of global education: Learning with the world and its people. New York, NY: Routledge.
Massey, D. D., & Heafner, T. L. (2014). Seeds of inquiry: Using short texts in social studies to enhance students' understanding of U.S. History. Culver City, CA: Social Studies School Services.
Petty, T. M., Heafner, T. L., Farinde, A., & Plaisance, M. P. (2015). Establishing a mentoring relationship between pre-service and mentor teachers through windows into teaching and learning. In Heafner, T. L., Hartshorne, R., & Petty, T. M. (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Polly, D., Heafner, T. L., Chapman, M., & Spooner, M. (2015). Professional development schools and transformative partnerships. Hershey, PA: IGI Global.
Rock, T. C., & Heafner, T. L. (2015). The professional development school: Fertile ground for service-learning initiatives. In Polly, D., Heafner, T. L., Chapman, M., & Spooner, M. (Eds.), Professional development schools and transformative partnerships. Hershey, PA: IGI Global.
Ticknor, A. S., Tschida, C. M., & Ryan, C. L. (in press). Reimagining pedagogy in online teacher education: (Re)shaping participation in literacy and social studies methods courses. Teacher Education & Practice.
Tschida, C. M., & Buchanan, L. B. (in press). Tackling controversial topics: Developing thematic text sets for elementary social studies. Social Studies Research and Practice.
Tschida, C. M., Smith, J. J., & Fogarty, E. A. (in press). "It just works better": Introducing the 2:1 model of co-teaching. The Rural Educator.
Tschida, C. M., Ryan, C. L., & Ticknor, A. S. (2014). Building on windows and mirrors: Encouraging the disruption of. Journal of Children's Literature, 40, 28-39.
Buchanan, L. B. (2014). From Freedom Riders to The Children's March: Civil rights documentaries as catalysts for historical empathy. Social Education, 78, 91-95.
Buchanan, L. B. (in press). Fostering historical thinking about the U.S. Civil Rights Movement: Using documentary film in elementary social studies education. The Social Studies.
Buchanan, L. B. (in press). "We make it controversial": Elementary preservice teachers' beliefs about race. Teacher Education Quarterly.
Buchanan, L. B. (in press). Digital immigrant as first year faculty: How I improved my university teaching through embracing technology. In A. Kemp (Ed.), Dignity of the calling: Educators share the beginning of their journeys. Charlotte, NC: Information Age.
Fitchett, P. G., Heafner, T. L., & Lambert, R. (2014). Social studies under siege: Examining policy and teacher-level factors associated with elementary social studies marginalization. Teachers College Record, 116, 1-34.
Fitchett, P. G., Heafner, T. L., & Lambert, R. (2014). Examining social studies marginalization: A multilevel analysis. Educational Policy, 28, 40-68.
Fitchett, P. G., Heafner, T. L., & VanFossen, P. (2014). An analysis of time prioritization for social studies in elementary school classrooms. Journal of Curriculum and Instruction, 8, 7-35.
Friedman, A. M. (2014). Beyond the bubble: A new generation of history assessments. Journal of American History, 101, 1032.
Friedman, A. M. (2014). "Computer as data gatherer" for a new generation: Martorella's predictions, the past, the present, and the future of technology in social studies. Contemporary Issues in Technology and Teacher Education, 14, Retrieved from http://www.citejournal.org/vol14/iss2/socialstudies/article1.cfm
Groce, E., Bellows, E., McClure, G., Daigle, E., Heafner, T., & Fox, B. (2014). Is Rosa still tired? Revisiting Kohl's myths in contemporary picture books. American Education History Journal, 41, 425-443.
Groce, E., Heafner, T., Bellows, E., & Groce, R. (2014). The North Platte Canteen: Homefront hospitality in Nebraska. Middle Level Learning, 51, 1-12.
Heafner, T. L., Carter, A. T., & Natoli, J. (2014). Digital tools for the 21st century social studies classroom. In W. B. Russell (Ed.), Digital social studies (pp. 98-129). Charlotte, NC: Information Age.
Heafner, T. L., Groce, E., & Bellows, E. (2014). Exploring the complexity of music and the utility of digital tools to understand the past. In W. B. Russell (Ed.), Digital social studies (pp. 243-270). Charlotte, NC: Information Age.
Heafner, T. L., Groce, E., Bellows, E., & Finnell, A. (2015). Springsteen's Born in the U.S.A.: Promoting historical inquiry through music. Social Studies Research and Practice, 9, 118-138.
Heafner, T. L., Hartshorne, R., & Petty, T. M. (2015). Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Heafner, T. L., Groce, E., Bellows, E., Coffey, H., & Bjerre, M. E. (2015). High school teachers' gender oriented perceptions of technology integration. In Heafner, T. L., Hartshorne, R., & Petty, T. M. (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Heafner, T. L., Lipscomb, G. B., & Fitchett, P. G. (2014). Instructional practices of elementary social studies teachers in North and South Carolina. Journal of Social Studies Research, 38, 15-31.
Heafner, T. L., & Plaisance, M. P. (2014). Exploring synchronous test chat in remotely-delivered early field experiences. Journal of Interactive Learning Research, 25, 327-352.
Heafner, T. L., & Plaisance, M. P. (2015). Synchronous text chat (EduTexting) as an online learning tool. In Heafner, T. L., Hartshorne, R., & Petty, T. M. (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Heafner, T. L., & Spooner, M. (2015). Professional development schools nurture professional learning communities. In Polly, D., Heafner, T. L., Chapman, M., & Spooner, M. (Eds.), Professional development schools and transformative partnerships. Hershey, PA: IGI Global.
Hewitt, K. K., Journell, W., & Zilonka, R. (in press). What the flip: Impact of flipped instruction on self-regulated learning. International Journal of Social Media and Interactive Learning Environments.
Hilburn, J., & Maguth, B. M. (in press). Spatial citizenship education: Civics teachers' instructional practices and approaches. Journal of Social Studies Research.
Hilburn, J., Rong, X. L., Parkhouse, H., & Turner, A. (in press). What contributes to social studies teachers' inclusiveness in teaching immigrant students in a new gateway state? Social Studies Research and Practice.
Journell, W. (2014). Teaching politics in the U.S. History classroom. The History Teacher, 48, 55-69.
Journell, W. (2014). Analyzing the appropriateness of internet-based school news programs for social studies classrooms: CNN Student News as a case study. The Clearing House, 87, 53-58.
Journell, W. (2014). K-12 online learning: The next frontier for social studies education. In W. B. Russell (Ed.), Digital social studies (pp. 21-43). Charlotte, NC: Information Age.
Journell, W. (2015). Practical guidelines for creating online courses in K-12 education. In T. L. Heafner, R. Hartshorne, & T. M. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Journell, W. (in press). Teacher political disclosure as parrhesia. Teachers College Record.
Journell, W., Ayers, C. A., & Beeson, M. W. (2014). Tweeting in the classroom. Phi Delta Kappan, 95(5), 63-67.
Journell, W., Beeson, M. W., & Ayers, C. A. (in press). Learning to think politically: Toward more complete disciplinary knowledge in civics and government courses. Theory & Research in Social Education.
Journell, W., McFadyen, B., Miller, M. S., & Brown, K. K. (2014). K-12 online learning: Issues and future research directions. In T. V. Yuzer & G. Eby (Eds.), Emerging priorities and trends in distance education: Communication, pedagogy, and technology (pp. 385-400). Hershey, PA: IGI Global.
Journell, W., & Tolbert, L. C. (in press). Working together, not sharing the burden: A collaborative approach to developing pedagogical content knowledge with secondary social studies preservice teachers. In A. R. Crowe & A. Cuenca (Eds.), Rethinking social studies teacher education for twenty-first century citizenship. New York, NY: Springer.
Linton, J. N., & Journell, W. (2015). Meeting the demand for online education: A study of a state-run program designed to train virtual K-12 teachers. In T. L. Heafner, R. Hartshorne, & T. M. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Maguth, B. M., & Hilburn, J. (Eds.). (in press). The state of global education: Learning with the world and its people. New York, NY: Routledge.
Massey, D. D., & Heafner, T. L. (2014). Seeds of inquiry: Using short texts in social studies to enhance students' understanding of U.S. History. Culver City, CA: Social Studies School Services.
Petty, T. M., Heafner, T. L., Farinde, A., & Plaisance, M. P. (2015). Establishing a mentoring relationship between pre-service and mentor teachers through windows into teaching and learning. In Heafner, T. L., Hartshorne, R., & Petty, T. M. (Eds.), Exploring the effectiveness of online education in K-12 environments. Hershey, PA: IGI Global.
Polly, D., Heafner, T. L., Chapman, M., & Spooner, M. (2015). Professional development schools and transformative partnerships. Hershey, PA: IGI Global.
Rock, T. C., & Heafner, T. L. (2015). The professional development school: Fertile ground for service-learning initiatives. In Polly, D., Heafner, T. L., Chapman, M., & Spooner, M. (Eds.), Professional development schools and transformative partnerships. Hershey, PA: IGI Global.
Ticknor, A. S., Tschida, C. M., & Ryan, C. L. (in press). Reimagining pedagogy in online teacher education: (Re)shaping participation in literacy and social studies methods courses. Teacher Education & Practice.
Tschida, C. M., & Buchanan, L. B. (in press). Tackling controversial topics: Developing thematic text sets for elementary social studies. Social Studies Research and Practice.
Tschida, C. M., Smith, J. J., & Fogarty, E. A. (in press). "It just works better": Introducing the 2:1 model of co-teaching. The Rural Educator.
Tschida, C. M., Ryan, C. L., & Ticknor, A. S. (2014). Building on windows and mirrors: Encouraging the disruption of. Journal of Children's Literature, 40, 28-39.