Social Studies Research and Practice: Volume 18 Issue 2

Guest editorial: Rethinking in-service social studies teacher professional development in polarizing times

Chrystal S. Johnson, Yonghee Suh, Kathryn Obenchain, John Broome

History teachers thinking about race and whiteness: possibilities and challenges

Charley Brooks, Daisy Martin

Guided by an interest in how K-12 history teachers think about teaching race and related concepts in their courses, this paper explores the impact of a workshop put on by a…

A steep hill to climb: lessons from professional development on inquiry creation

Sarah Jane Kaka, Lauren M. Colley, Ryan Suskey

In the Fall of 2020, three teacher educators in Ohio collaborated on a three-month long online professional development series on how to write Focused Inquiries, a la the Inquiry…

Reframing history and listening to students through Learning Labs professional development

Chauncey Monte-Sano, Amanda Jennings, Mary J. Schleppegrell

This practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this…

Permission granted: professional development to promote social studies content integration

Cathy A.R. Brant, Ross Stanger

In this article, the authors, a university elementary social studies methods faculty member and a district social studies supervisor, discuss the creation of sustained…

PCK in place and with a purpose: a case of historic site-based professional development on hallowed ground at Gettysburg

Dave Powell

This paper aims to describe a professional development workshop designed to enhance teachers' pedagogical content knowledge.

Using virtual teacher PD to support implementation of a historical literacy curriculum

Susan De La Paz, Josue Otarola, Cameron Butler

This study aims to explore how teachers in a large, diverse district could use a complex adolescent literacy curriculum, and it coincided with the start of the coronavirus 2019…