Theory and Research in Social Education

Papers
(The TQCC of Theory and Research in Social Education is 5. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-05-01 to 2026-05-01.)
ArticleCitations
From the editorial team48
Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations28
Child-focused civics: Seeing civic action in young children’s everyday interactions26
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research25
Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship25
Black history mandates ain't new: (Re)covering and (Re)membering the work of Madeline Morgan24
Deliberative dialogues with preservice teachers in Bosnia-Herzegovina and South Africa using a gradient of controversy approach23
Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity19
Financial citizenship education and the elusive power of critical inquiry17
The Nakba in Israeli history education: Ethical judgments in an ongoing conflict15
“Glossed over and missing”: Preservice teachers learn about slavery in Canada14
Between maintaining teacher impartiality and protecting student dignity: Teachers’ responses to unacceptable student speech about politically sensitive issues in France and Quebec14
“If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches12
Embracing the interdisciplinary nature of psychology: Challenging the increasing dismissiveness of high school psychology as a social studies course9
Diving into elementary social studies instruction: What teachers report is happening9
We’ve always dreamed of our freedom: Anti-Blackness, young people’s power, and visions for a more just world9
How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history8
Refining criteria for civic inquiry: An analysis of inquiry design model lessons8
Imparting truths and yielding critical reflections in social studies classrooms8
Reproducing religious hegemony: An analysis of religion in secondary history standards8
A pivotal read for a populist moment Political education in times of populism: Towards a radical democratic education , by Edda Sant, Cham, Switzerland, Palgrave-Macmill8
The social studies discourse instrument: Validating an observation tool for classroom discussions8
Radical futures through organized (re)membering7
Precarious statuses and the legal regulation of citizenship: implications for civic education7
Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics7
Deepening practices and possibilities for classroom discussion Making classroom discussions work: Methods for quality dialogue in the social studies 7
List of Reviewers for October 1, 2024–October 1, 20257
Social studies education research for sustainable democratic societies: Addressing persistent civic challenges7
Civic and citizenship education in context: The influence of IEA studies on national curricula6
From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching6
Reviewer Acknowledgements6
Toward a framework for assessing the quality of students’ social scientific reasoning5
(Un)critical geographies of race: A critical race discourse analysis of an online local history resource5
What has changed in social studies education? Racial literacy scholarship as enactments of hope for social studies education Racial lite5
Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation5
“Conversation is everything”: How teachers and students create environments where open discussion can thrive5
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