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Thomas Misco [7]Thomas J. Misco Jr [1]Thomas J. Misco [1]
  1.  15
    “I will not mention controversial issues unless they are in the textbook”: An exploration of curriculum instructional gatekeeping in Taiwan.Thomas Misco & Jung-Hua Tseng - 2018 - Journal of Social Studies Research 42 (1):1-10.
    We conducted this study in order to understand the extent to which Taiwanese social studies teachers are prepared to grapple with controversial issues in their classrooms. To do so, we employed a curricular-instructional gatekeeping framework to make meaning of teacher decisions and the contexts in which they work. We conducted semi-structured interviews with 18 preservice teachers and five university professors of teacher education in Taiwan. The findings suggest that writ large, social studies education in Taiwan is largely social science education (...)
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  2.  29
    “It is definitely not the priority”: A postcolonial inquiry of social studies education in the Commonwealth of the Northern Mariana Islands.Thomas Misco - 2018 - Journal of Social Studies Research 42 (4):319-326.
    This study employs a postcolonial lens to explore social studies education curriculum in the Commonwealth of the Northern Mariana Islands (CNMI). By using a web-based open-ended questionnaire and an exhaustive recruitment strategy, every middle and high school social studies teacher in the CNMI had an opportunity to participate in this study. Questionnaire responses and follow-up interviews reveal the ways in which social studies education in the CNMI is convergent and divergent with mainland iterations of social studies and the complexity of (...)
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  3. An old fad of great promise: Reverse chronology history teaching in social studies classes.Thomas Misco & Nancy C. Patterson - 2009 - Journal of Social Studies Research 33 (1):71-90.
     
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  4.  39
    The Frustrations of Reader Generalizability and Grounded Theory: Alternative Considerations for Transferability.Thomas Misco - 2007 - Journal of Research Practice 3 (1):Article M10.
    In this paper I convey a recurring problem and possible solution that arose during my doctoral research on the topic of cross-cultural Holocaust curriculum development for Latvian schools. Specifically, as I devised the methodology for my research, I experienced a number of frustrations concerning the issue of transferability and the limitations of both reader generalizability and grounded theory. Ultimately, I found a more appropriate goal for the external applicability of this and other highly contextual research studies in the form of (...)
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  5.  40
    Controversial Issue Instruction in Context: A Social Studies Education Response to the Problem of the Public.Thomas Misco - 2014 - Education and Culture 30 (2):47-59.
    At the end of The Public and Its Problems , John Dewey alighted upon the “the problem of the public,” which is the improvement of the “methods of debate, discussion, and persuasion” . Given Dewey’s conception of democracy, one which is squarely focused on communicated experiences and beginning in conversation , the problem of the public is congruent with the problem of democracy . The vibrancy of democratic citizens in terms of their decision-making and efforts toward improving the common good (...)
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  6. 'He Was the opposite of What We Learned a Teacher Should Be': A Study of Preservice Social Studies students' Cooperating Teachers.Thomas Misco & Gregory E. Hamot - 2012 - Journal of Social Studies Research 36 (4):277-299.
  7.  12
    Breaking Historical Silence through Cross–Cultural Collaboration: Latvian Curriculum Writers and United States Holocaust Memorial Museum Fellows.Gregory E. Hamot, David H. Lindquist & Thomas J. Misco - 2007 - Educational Studies 42 (2):155-173.
    In response to the need for Holocaust curricula in Latvia, Latvians and Americans worked collaboratively to overcome the historical silence surrounding this event. During their project, Latvian curriculum writers worked with teachers and scholars at the United States Holocaust Memorial Museum. This descriptive analysis of the Latvians' experience with Museum Fellows revealed opportunities to learn from each other the complexities of teaching the Holocaust in a country viewed by some as collaborators and still somewhat anti-Semitic. Findings included depth of guidance, (...)
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  8.  5
    An Alternative Framework for Ethics Instruction in Social Education.Thomas J. Misco Jr & Gregory E. Hamot - 2001 - Education and Culture 17 (1):4.
  9.  8
    An Old Fad of Great Promise.Thomas Misco & Nancy C. Patterson - 2009 - Journal of Social Studies Research 33 (1):71-90.
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