This action research study evaluates the impact of the literacy intervention, Collaborative Strategic Reading (CSR), on students' comprehension of social studies texts in secondary classrooms at a high school in East Tennessee, and their perceptions of the intervention as an activity for learning. The identified problem of practice this study…

Instructional technology plays a role in supporting access to and meaningful participation in general education curriculum for students with developmental disabilities in inclusive classrooms. In this study, two 18-year-old students with developmental disabilities received technology-supported instruction to assist with learning the content in…

As the COVID-19 pandemic unfolds, every aspect of daily life is being altered in response to the virus. The pandemic has altered secondary education. Classes online, teachers struggling to learn Zoom and make lessons meaningful and relevant to students. Students struggling to make sense of this moment, struggling with mental health issues due to…

The nature and relevance of race and racism make it a critical topic to explore. We assert that social studies classrooms are appropriate places to engage in that exploration. However, although there are myriad resources to support teaching about racism, many teachers largely avoid the topic. To address this challenge, we used a classroom-based…

Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through…

Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in…

The development of the metacognitive skill of prediction in deaf students in a middle school social studies classroom was explored in an action research study (Riel, 2006). After observation of this group of learners and assessment of current skills, a unit was developed that integrated the teaching of prediction into their study of the American…

Examines the policies of presidents Ford, Carter, and Reagan regarding intervention in foreign affairs. States that their policies were formed as a response to the Vietnam War and that they were not especially successful. Illustrates the difficulties involved in maintaining a consistent intervention policy that will satisfy domestic and foreign…

Evaluates U.S. intervention in neighboring countries, classifying actions according to an eightfold taxonomy: acquisition of continental territory, acquisition of overseas territory, establishment of protectorates, acquisition of transit rights to the Pacific, establishment of custom receiverships, protection of U.S. citizens and property,…

Identifies threat, economic, and integrative powers as components of national power, and examines the use of such powers by the United States and other nations. States that threat power is costly, while crippling those who use it. Advises nations to concentrate on economic and integrative powers, avoiding intervention and related actions. (GEA)

Contrasting the invasion of Grenada with the Vietnam War, Falk illustrates a successful and a failed intervention into another country's affairs. Assesses the legality, under international law, of intervention and examines various instances of its use. Considers arguments in favor of intervention, recognizing the difficulty in formulating such a…

Examines the thinking of social scientists, politicians, and others who write on the subject of intervention. Summarizes the past and present treatment of intervention in social studies textbooks, stating that teachers must go beyond their texts in identifying intervention as a problem with which society should be concerned. (GEA)

Reviews U.S. interventionism from the Truman administration to the Reagan administration. Assesses how intervention has been initiated, justified, and prolonged in the past, stating that future policy must be based upon historical realities rather than on ideology, inherited doctrines, resolutions, or vague treaties. (GEA)