Design research in social studies education: Critical lessons form an emergeing field

Now Available @ https://www.taylorfrancis.com/books/e/9780429024382

Published by Routledge, this edited collection explores the emerging field of design-based research (DBR) in social studies education. Featuring the work of both established and emerging scholars, each chapter describes a different DBR study, covering such topics as iterative design, using and producing theory, collaborating with educators, and attending to historical, political, and social context. The DBR projects included focus on a range of highly relevant issues, including political communication, performance assessment, teaching about gender, critical civic learning, and engaging contentious histories. The book includes DBR projects carried out in both elementary and secondary contexts.

With an introductory chapter that provides a thorough review of design-based research in social studies and a final chapter connecting social studies DBR to the emerging field of socially transformative design, the book would be a useful addition to courses in both research methods and social studies education (see table of contents below)

Table of Contents

1. Introduction: Design Research in the Social Studies: History, Methodology, and Promise, Eric B. Freedman and Jongsung Kim

Part I: Improving Practice through Iterative Design

1. From Form to Function: Learning with Practitioners to Support Diverse Middle School Students' Disciplinary Reasoning and Writing, Chauncey Monte-Sano, Ryan E. Hughes, and Sarah Thomson
2. Using Iterative Design to Improve Student Access and Engagement in an Online Political Communications Simulation, Jeremy Stoddard and Kimberly Rodriguez
   
3. Developing Authentic Performance Assessments in a Classroom Mini-Economy: Reflections on the Process of Design, Stephen Day and Christine Bae

Part II: Using and Producing Theory

1. Applying Theory to Problematic Practice: Lessons Learned from Two Implementations of a Unit on Gender, Jennifer Burke
2. From Practice to Theory: Ontological Innovation in a Ninth-Grade History Classroom, Eric B. Freedman

Part III: Collaborating with Educators

1. Intersecting Goals in an Elementary Social Studies Design Project: Confessional Tales of Teacher and Researcher Relationships, Kathryn M. Obenchain, Julie L. Pennington, and Maricela Bardem
2. Design-Based Implementation Research in a Government Classroom: A Teacher's Shifting Pedagogy over Four Years, Jane C. Lo, Carol M. Adams, Alexandra Goodell, and Sara Nachtigal

Part IV: Contextualizing DBR Historically, Socially, and Politically

1. Theorizing Context in DBR: Integrating Critical Civic Learning into the U.S. History Curriculum, Beth C. Rubin
2. Beyond National Discourses: South Korean and Japanese Students "Make a Better Social Studies Textbook," Jongsung Kim
3. Conclusion: Towards Socially Transformative Design for Social Studies: A Critical Epistemological Approach, Beth C. Rubi

Beth C. Rubin is Professor of Education at the Graduate School of Education, Rutgers University, USA. Her research focuses on civic learning and identity across nested contexts and amid historical and contemporary injustice.

Eric B. Freedman is Visiting Assistant Professor of Social Studies at The University of Iowa, USA. His research explores the teaching of history and the design of anti-oppressive curriculum.

Jongsung Kim is Assistant Professor of Social Studies Education at the Graduate School of Education, Hiroshima University, Japan.  He is interested in designing interventions that support students to overcome the national discourse gap between countries and achieve mutual understanding.