Series Editor: Merry M. Merryfield, The Ohio State University

This volume fills a significant gap in the scholarship on social studies education by providing thoughtful reflections on research methods in the field. It is not a “how to” guide but an exploration of key issues related to the design and implementation of empirical studies. The authors are active researchers who use varied methods in diverse settings—including historical research, international comparative studies, survey research, interviews with students and teachers, classroom observations, self-studies and action research, and emancipatory methodologies. They use their own experiences to examine such topics as the conceptualization of research questions, relationships with participants, researchers’ identities, and elicitation of students’ and teachers’ thinking. This collection should become indispensable for both beginning and experienced scholars in social studies.

CONTENTS: Introduction, Keith C. Barton. Notes Toward a Historiography of the Social Studies: Recent Scholarship and Future Directions, Christine Woyshner. Research, Race, and Social Education, Cynthia A. Tyson. The Lamp and The Mirror: Action Research and Self Studies in the Social Studies, Marilyn Johnston. Children as Co-Researchers: Developing a Democratic Practice with Children, Fionnuala Waldron. Donning Wigs, Divining Feelings, and Other Dilemmas of Doing Research in Devoutly Religious Contexts, Simone A. Schweber. Comparative and International Social Studies Research, Carole L. Hahn. Capturing Candor: Accessing Teachers’ Thinking about the Cultivation of Historical Empathy, Deborah L. Cunningham. Combining Cognitive Interviews and Social Science Surveys: Strengthening Interpretation and Design, Wendy K. Richardson. Oh, the Trouble We’ve Seen: Researching Historical Thinking and Understanding, Bruce VanSledright, Timothy Kelly, and Kevin Meuwissen.