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<p>Notes on Contributors vii</p> <p>Foreword xvi</p> <p>Acknowledgments xviii</p> <p>1 Introduction to the Wiley Handbook of Social Studies Research 1<br /><i>Meghan McGlinn Manfra and Cheryl Mason Bolick</i></p> <p><b>Section I: Foundations of Social Studies Research 7</b></p> <p>2 A Concise Historiography of the Social Studies 9<br /><i>Stephen J. Thornton</i></p> <p>3 The Intellectual History of the Social Studies 42<br /><i>Thomas Fallace</i></p> <p>4 Quantitative Research and Large?]Scale Secondary Analysis in Social Studies 68<br /><i>Paul G. Fitchett and Tina L. Heafner</i></p> <p>5 Qualitative Inquiry in Social Studies Research 95<br /><i>Todd Dinkelman and Alexander Cuenca</i></p> <p>6 Practitioner Research in the Social Studies: Findings from Action Research and Self-Study 132<br /><i>Meghan McGlinn Manfra</i></p> <p>7 Exemplars from the Field of Social Studies Education Research 168<br /><i>Patricia G. Avery and Keith C. Barton</i></p> <p><b>Section II: Frameworks Guiding Social Studies Research 189</b></p> <p>8 Critical Theory(s) 191<br /><i>Catherine Cornbleth</i></p> <p>9 A Critical Race Theory Analysis of Social Studies Research, Theory and Practice 209<br /><i>Oscar Navarro and Tyrone C. Howard</i></p> <p>10 Gender and Feminist Scholarship in Social Studies Research: A Dynamic Theoretical Framework Living on the Edges 227<br /><i>Chara Haeussler Bohan</i></p> <p>11 Sexuality and Queer Theory in the Social Studies 254<br /><i>J. B. Mayo, Jr.</i></p> <p>12 Social Constructivism and Student Learning in Social Studies 270<br /><i>Stephanie van Hover and David Hicks</i></p> <p>13 Democratic Citizenship Education: Research Across Multiple Landscapes and Contexts 287<br /><i>Antonio J. Castro and Ryan T. Knowles</i></p> <p><b>Section III: Teaching and Learning Social Studies 319</b></p> <p>14 Teaching and Learning about Controversial Issues and Topics in the Social Studies: A Review of the Research 321<br /><i>Li?]Ching Ho, Paula McAvoy, Diana Hess, and Brian Gibbs</i></p> <p>15 Disciplined Inquiry in Social Studies Classrooms 336<br /><i>John W. Saye</i></p> <p>16 Becoming an “Expert” Social Studies Teacher: What We Know about Teacher Education and Professional Development 360<br />Margaret Smith Crocco and Ellen Livingston</p> <p>17 Children’s Learning and Understanding in their Social World 385<br /><i>Anne?]Lise Halvorsen</i></p> <p>18 Leveraging Literacy: Research on Critical Reading in the Social Studies 414<br /><i>Ilene R. Berson, Michael J. Berson, Danielle V. Dennis, and Rebecca Lovering Powell</i></p> <p>19 Emergent Bilinguals in the Social Studies 440<br /><i>Cinthia S. Salinas, Noreen Naseem Rodríguez, and Brooke Blevins</i></p> <p>20 The Problem of Knowing What Students Know: Classroom?]Based and Large?]Scale Assessment in Social Studies 461<br /><i>S. G. Grant</i></p> <p>21 Media and Social Studies Education 477<br /><i>Jeremy D. Stoddard and Alan S. Marcus</i></p> <p>22 The Diffusion of Technology into the Social Studies 499<br /><i>Cheryl Mason Bolick</i></p> <p>23 Global Education 518<br /><i>David L. Grossman</i></p> <p>24 Social Studies Scholarship Past, Present, and Future 569<br /><i>Carole L. Hahn</i></p> <p>Index 596</p>

<p> <b>MEGHAN MCGLINN MANFRA</b> is Associate Professor of Social Studies Education in the College of Education at North Carolina State University. Her research focuses on integrating action research into teacher professional development and the integration of digital history materials in secondary social studies education. She is a former high school history teacher. She is also the past chair of the National Council for the Social Studies' College and University Faculty Assembly and the American Educational Research Association's Social Studies Research Special Interest Group. She is co-editor of the technology section of <i>Social Education</i>. Dr. Manfra has contributed to many prestigious educational journals. <p> <b>CHERYL MASON BOLICK</b> is Associate Professor in the School of Education at the University of North Carolina at Chapel Hill. Her research emphasis is on social studies teacher education and the integration of technology in social studies education. Guiding students through historical inquiry with primary sources is at the core of her teaching and research. She is a former board member of the National Council for the Social Studies' College and University Faculty Assembly. She is co-author of a leading textbook in social studies education, <i>Teaching Social Studies in the Middle and Secondary Classroom</i> (6th edition, 2012). Dr. Bolick's research has been published in numerous major educational journals.

<p>Social studies education is a diverse field with a multiplicity of research traditions and trends. This is highlighted in <i>The Wiley Handbook of Social Studies Research</i>, a much-needed, wide-ranging resource on the current state of social studies education. This timely work not only reflects on the many recent developments in the field, but also explores emerging trends. <p>A synthesis of vast, recent research, <i>The Wiley Handbook of Social Studies Research</i> accomplishes innumerable goals for those working in social studies education and research. Divided into three sections, this Handbook focuses on the state of the art in social studies educational research; provides an assessment of new trends, and an exploration of current theoretical frameworks dominating the field; discusses research methodologies and theories, emerging research areas, foundations, and research methods. <p><i>The Wiley Handbook of Social Studies Research</i> stands alone as an important guide for both novice and established researchers, filling a significant gap in the current publications in the field of social studies research.

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