Authentic pedagogy: examining intellectual challenge in social studies classrooms-Reference-Cited by-同舟云学术

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Authentic pedagogy: examining intellectual challenge in social studies classrooms

Published:2018-07-16 Issue:6 Volume:50 Page:865-884
ISSN:0022-0272
Container-title:Journal of Curriculum Studies
language:en
Short-container-title:Journal of Curriculum Studies

Author:

Saye John W.¹^ORCID,Stoddard Jeremy²^ORCID,Gerwin David M.³,Libresco Andrea S.⁴,Maddox Lamont E.⁵

Affiliation:

1. Department of Curriculum & Teaching, Auburn University, Auburn, AL, USA

2. Department of Curriculum & Instruction, College of William & Mary, Williamsburg, VA, USA

3. Department of SEYS, Queens College/CUNY, Flushing, NY, USA

4. Department of Teaching, Learning, and Technology, 119 Hofstra University, Hempstead, NY, USA

5. University of North Alabama, Florence, AL, USA

Funder

FASSE/CUFA

U.S. Department of Education

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00220272.2018.1473496

Reference61 articles.

1. Teaching History for the Common Good

2. Connecting the Past to the Present in the Middle-Level Classroom: A Comparative Case Study

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1. How do we know what they know? A case study of classroom-based assessment with multilingual learners;Theory & Research in Social Education;2024-04-10

2. Powerful knowledge in the social studies classroom and beyond;Journal of Curriculum Studies;2023-07-04

3. Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies;Theory & Research in Social Education;2023-06-13

4. The quest for quality within an online educational marketplace: Indicators of expert-evaluated quality in U.S. history activities;Journal of Digital Learning in Teacher Education;2023-06-08

5. Designing Online Learning for Children and Youth;Handbook of Open, Distance and Digital Education;2023

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