Special Themed Issue: Bringing Textbook Analysis to the K-12 Social Studies
Classroom ... Core Standards and the National Council for the Social Studies' C3.
Call for Manuscript Proposals Special Themed Issue: Bringing Textbook Analysis to the K-12 Social Studies Classroom The Georgia Social Studies Journal invites manuscripts on the topic of practitioner focused textbook analysis in its December 2014 special issue. The aim of this issue is to provide teacher educators and classroom teachers with useful ideas and lessons based on findings from textbook analyses. In particular, we seek to highlight new research or pedagogical ideas that take findings from previously written or new textbook analyses and use them in the development of practical lesson ideas that correlate to the Common Core Standards and the National Council for the Social Studies’ C3 framework. The large number of published textbook content analyses suggests that these studies are one of the cornerstones of social studies research. While many research studies examine K-12 textbooks, there is little work that builds on this research and offers suggestions about how the findings of each analysis can be used in the typical K-12 social studies classroom. Due to the Common Core Standards’ focus on informational text, in conjunction with the recently released NCSS C3 framework, there is no better time to assist educators in developing lessons that allow them to use their social studies textbooks and other sources, primary and secondary, in hands-on inquiry based activities. The central themes for the issue are as follows:
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Research – For this section, we seek new textbook analysis research. Submissions should focus on K12 social studies. We also ask authors to consider the implications of their research for classroom teachers in the Discussion/Implication section(s). Additionally, connections to the Common Core and/or NCSS C3 framework are highly encouraged.
Pedagogy – The articles developed for this section should focus on how teachers can use the strength and weaknesses of textbooks discussed in textbook analyses in the creating of engaging, hands-on inquiry-based activities that focus on the Common Core Standards and/or NCSS C3 framework. These activities should allow students to develop their own understandings of both the content found in textbooks, as well as the importance of using multiple sources when studying social studies topics. In this section, authors may want to consider taking previously published textbook analysis and develop specific strategies and lesson ideas based on their findings with the goal of strengthening these textbook analyses and bringing these ideas to the K-12 social studies teacher.
Manuscript proposals are due May 1, 2014, should be no more than 500 words in length and should include the theme addressed. Submissions for the “Textbook Analysis” theme should also include the context in which the work happens (grade level, urban, rural, public private, etc.). If selected as a candidate for the special issue, author(s) will be invited to prepare a full manuscript by August 15th. Guest Editor: Dr. Scott L. Roberts, Central Michigan University (
[email protected])
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