More Articles about the C3 Framework and the Inquiry Design Model
Below is a listing of recent scholarship on C3 Framework inspire inquiry-based teaching and learning. Many of the articles list below focus specifically on the Inquiry Design Model (IDM). Also listed are recent dissertations on inquiry and IDM. Articles are list below in chronological order with the most recent publications listed first.
2021
Casey, E. M. (2021). “Can Pre-K Use C3? Exploring the Usefulness of the C3 Framework with Prekindergarten Students and their Teacher in an Inquiry on Landmarks.” The Social Studies 112(4): 161-176.
Cuenca, A. (2021). Proposing core practices for social studies teacher education: A qualitative content analysis of inquiry-based lessons. Journal of Teacher Education, 72(3), 298-313.
Roberts, S. L., & Clabough, J. (2021). Using the C3 Framework to evaluate the legacy of southern segregationist Senators. The Social Studies 112(4), 190-198.
Tate, M. P. (2021). How do we help create the land of the free? Inquiring about environmental justice and mass incarceration. Oregon Journal of the Social Studies, 9(2), 39-49.
2020
Bickford, J. H., & Clabough, J. (2020). Civic action, historical agency, and grassroots advocacy: Historical inquiry into freedom summer. The Social Studies, 111(1), 39-49.
Carr, J. M., & Kruggel, J. (2020). Lights, camera, student voice: Using technology to address and explore economics within the C3 Framework. Journal of International Social Studies, 10(1), 210-220.
Casey, E. M. (2020). What’s my favorite landmark? Investigating pre-kindergartener’s interests and abilities during a C3 Framework inquiry. Social Studies and the Young Learner, 33(2), 9-13.
Clabough, J. (2020). Migrating away from Jim Crow: Using the C3 Framework to teach the Great Migration. The Councilor: A Journal of the Social Studies, 82(2), 4.
Clabough, J. (2020). Using the C3 Framework to analyze 2020 Democratic candidates’ public policies for Iowa. Iowa Journal for the Social Studies, 28(1), 73-86.
Hagan, H. N., Fegely, A. G., & Warriner III, G. H. (2020). Using virtual reality (VR) to enhance C3 Framework inquiry. Social Studies and the Young Learner, 32(4), 10-15.
Manfra, M., Lee, J., & Grant, M. (2020). Designing inquiry during a pandemic: A professional learning experience. Journal of Technology and Teacher Education, 28(2), 273-283.
Muetterties, C., & Darolia, L. H. (2020). Considering different perspectives in children’s literature: An inquiry approach that promotes civic learning. Social Studies and the Young Learner, 33(1), 22-27.
Rapoport, A. (2020). The C3 Framework and representation of global citizenship in state standards. In J. P. Myers. Research on teaching global issues: Pedagogy for global citizenship education, pp.51-68. Charlotte, N.C.: Information Age Press.
2019
Bronstein, E., & Halvorsen, A. L. (2019). Inquiry, investigations, and integration: Innovations in middle school history and writing. (Media Review). Theory and Research in Social Education https://doi.org/10.1080/00933104.2019.1632130.
Brugar, K. A. (2019). Inquiry by the book: Using children’s nonfiction as mentor texts for inquiry. The Social Studies, 110(4), 155-160.
Caffrey, G., & Journell, W. (2019). Humanizing disciplinary civic education at the elementary level: An exploration of immigration and the humanitarian crisis at the U.S./Mexico border. Oregon Journal of the Social Studies 7(2). pp. 26-54.
Casey, E. M., DiCarlo, C. F., & Sheldon, K. L. (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies Research. https://doi.org/10.1016/j.jssr.2018.12.001
Cook, R., & Yoder, P. J. (2019). Finding Dewey and the C3 Framework: Lessons from a government unit on local history. Oregon Journal of the Social Studies 7(2), 55-76.
Day, S., & Bae, C. L. (2019). Developing Authentic Performance Assessment in a Classroom Mini-Economy. Design Research in Social Studies Education: Critical Lessons from an Emerging Field, 84.
Fraker, J., Muetterties, C., Swan, G., & Swan, K. (2019). Can the Civics Test Make You a Good Citizen? Reconciling the Civics Test with Inquiry-Based Instruction. Social Education, 83(6), 343-349.
Halvorsen, A. L., Harris, L. M., Doornbos, L., & Missias, M. T. (2019). Community in Context: Professional Development for Teaching Historical Inquiry. Teacher Education Quarterly, 46(2), 81-114.
Hammack, R. (2019). Teaching inquiry through the music of the Civil Rights Movement. Iowa Journal for the Social Studies 27(1). 22-32.
Keefer, N. (2019). Creating an instruction manual for sustainable development: A case study inquiry. Oregon Journal of the Social Studies 7(2). pp. 116-129.
Masyada, S., & Washington, E. Y. (2019). Creating the citizen: Critical literacy, civics, and the C3 Framework in social studies. In Critical Literacy Initiatives for Civic Engagement (pp. 94-122). IGI Global.
Molebash, P. E., Lee, J. K., & Heinecke, W. F. (2019). Teaching and Learning Inquiry Framework. Journal of Curriculum and Teaching, 8(1), 20-31.
Marino, M. P., & Crocco, M. S. (2019). The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers׳ lesson planning. The Journal of Social Studies Research. https://doi.org/10.1016/j.jssr.2019.02.001
Muetterties, C., Masterson, E., & Slocum, C. (2019). What is a Vote Worth? Using Primary Sources to Propel Elementary Inquiry Practices. The Social Studies.
Muetterties, C. & Swan, K. (2019). Be the Change: Making Sense of Taking Informed Action. Social Education, 83(4), 232-237.
Spires, H. A., Himes, M. P., Paul, C. M., & Kerkhoff, S. N. (2019). Going global with Project: Based Inquiry: Cosmopolitan literacies in practice. Journal of Adolescent & Adult Literacy.
Vigil, A. (2019). Using the C3 Framework in Middle School. Social Studies Review, 58, 78-82.
2018
Clouse, T. C. (2018). Critical geographic inquiry: teaching AP Human Geography by examining space and place. Social Studies Research and Practice, 13(2), 224-237.
Fitchett, P. G., & Meuwissen, K. W. (2018). How and to what extent does education policy unite the discipline of history to the academic subject of social studies, and is this a fruitful union?. In Social Studies in the New Education Policy Era (pp. 98-116). Routledge.
Knapp, K. A., & Hopkins, A. (2018). What’s the Buzz? A K-5 School Uses the C3 Framework. Social Studies and the Young Learner, 30(3), 9-13.
Journell, W., Friedman, A. M., Thacker, E. S., & Fitchett, P. G. (2018). Getting inquiry design just right. Social Education, 82(4), 202-205.
Mueller, R. G. (2018). Examining teachers’ development and implementation of compelling questions. Social Studies Research and Practice, 13(1), 1-15.
Muetterties, C., & Haney, J. (2018). How Did Slavery Shape My State: Using Inquiry to Explore Kentucky History. Social Studies and the Young Learner, 30(3), 20-25.
Paska, L. M. (2018). Does inquiry change learning?: Geography and the C3 framework. The Geography Teacher, 15(1), 5-8.
Thacker, E. (2018). Implementing K-6 inquiries together. Social Studies and the Young Learner, 30(3), 2-3
Thacker, E. S., Friedman, A. M., Fitchett, P. G., Journell, W., & Lee, J. K. (2018). Exploring how an elementary teacher plans and implements social studies inquiry. The Social Studies, 109(2), 85-100.
Thacker, E. S., Lee, J. K., Fitchett, P. G., & Journell, W. (2018). Secondary social studies teachers’ experiences planning and implementing inquiry using the Inquiry Design Model. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(4-5), 1-8..
Washburn, E. K., & Olbrys, S. (2018). Using student-centered teaching: Inspiring and empowering teachers and learners. From Head to Heart: High Quality Teaching Practices in the Spotlight, 21.
2017
Berson, I. R., Berson, M. J., & Snow, B. (2017). KidCitizen: Designing an app for inquiry with primary sources. Social Education, 81(2), 105-108.
Crocco, M. S., & Marino, M. P. (2017). Promoting inquiry-oriented teacher preparation in social studies through the use of local history. The Journal of Social Studies Research, 41(1), 1-10.
Endacott, J. L., Woodworth, A., Barr, R., Jamell, F., Ripplemeyer, J., Sneed, N., … & Harris, E. (2017). Generating student-based inquiry using compelling questions from the world of sports. Social Education, 81(4), 218-222.
Hong, J. E., & Melville, A. (2017). Training social studies teachers to develop inquiry-based GIS lessons. Journal of Geography, 1-16.
Hutton, L., & Hembacher, D. (2017). Create Space for History-Social Science in Elementary Classrooms to Foster Content Knowledge, Inquiry, Literacy, and Citizenship. Social Studies Review, 56, 44-50.
Long, E. R. (2017). Visions of the possible: Case studies of how social studies teachers enact the C3 Framework. Published Dissertation, North Carolina State University.
McCall, A. L. (2017). Teaching children about the global economy: Integrating inquiry with human rights. The Social Studies, 108(4), 136-142.
Saye, J. W. (2017). Disciplined inquiry in social studies classrooms. In M. M. Manfra & C. M. Bolick (Eds.). The Wiley Handbook of Social Studies Research, 336-359. New York: Wiley-Blackwell.
Thacker, E., & Friedman, A. (2017). Social studies teachers’ design and use of inquiry modules. Contemporary Issues in Technology and Teacher Education, 17(3), 360-387.
Thacker, E. S., Lee, J. K., & Friedman, A. M. (2017). Teaching with the C3 Framework: Surveying teachers׳ beliefs and practices. The Journal of Social Studies Research, 41(2), 89-100.
Thacker, E. S., Hicks, D., & Friedman, A. M. (2017). It might not be a matter of life or death, but does soccer really explain the world?. Social Education, 81(4), 234-238.
Thacker, E., & Friedman, A. (2017). Three Social Studies Teachers’ Design and Use of Inquiry Modules. Contemporary Issues in Technology and Teacher Education, 17(3), 360-387.
2016
Chick, K. A., & Corle, S. (2016). Confronting gender imbalance in high school history textbooks through the C3 Framework. Social Studies Research & Practice, 11(2), 1-16.
Heafner, T. L., Zimmerman, A., Triplett, N., & Journell, W. (2016). Bridging reading and writing through C3 inquiry. Social Education, 80 (6), 343-349.
Manfra, M. M., & Greiner, J. A. (2016). Technology and disciplined inquiry in the world history classroom. Social Education, 80(2), 123-128.
Marston, C., & Handler, L. K. (2016). Making social studies shine: Strategies for implementing the C3 Framework in elementary classrooms. Social Education, 80(6), 365-369.
Marri, A. R. (2016). Fostering Economic literacy for k–12 students through the College, career, and civic Life (C3) Framework. Innovations in Economic Education: Promising Practices for Teachers and Students, K-16, 171-184.
Yoder, P. J., Johnson, A. P., & Karam, F. J. (2016). (Mis)perceptions of Arabs and Arab-Americans: How can social studies teachers disrupt the stereotypes?. In W. Journal (Ed.). Teaching Social Studies in an Era of Divisiveness: The Challenges of Discussing Social Issues in a Non-Partisan Way, 63-78. London: Rowman & Littlefield.
2015
Lee, J., Swan, K., & Grant, S. G. (2015). By teachers, for teachers: The NYS toolkit and C3 teachers. Social Education, 79(5), 325-328.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.
Swan, K., Lee, J., & Grant, S. G. (2015). The New York State Toolkit and the Inquiry Design Model: Anatomy of an inquiry. Social Education 79(5), 316–322.
Young, T. A., & Miner, A. B. (2015). Guiding Inquiry With Biography Breaks and the C3 Framework: Can One Person Make a Difference?. The Reading Teacher, 69(3), 311-319.
2014
Hicks, D., Lee, J., & Shires, S. (2014). Inquiring about the causes of World War I with Chronozoom. Social Education 78(3), 117-122.
2013
VanSledright, B. (2013). “Can assessment improve learning? Thoughts on the C3 framework.” Social Education 77(6): 334-338.
Dissertations
Brown, S. N. (2018). The Role of the Professional Learning Team (PLT) in the Planning, Teaching, and Assessment of Inquiry-based Learning in Social Studies. North Carolina State University.
Bidwell, R. M. (2021). The Marriage of Public Issues and Civic Action-A Case Study on Integrating Public Issues into the C3 Framework. University of Alabama at Birmingham
Day, S. H. (2015). How Elementary Teachers Use Classroom Mini-Economies When Guided by the C3 Framework. North Carolina State University.
Doornbos, L. (2018). Inquiry into Teacher Learning: Secondary Teachers’ Historical Inquiry Practices Following a Sustained Professional Learning Experience. Michigan State University.
Gallagher, J. L. (2017). Inquiries that matter: How social studies teachers employ historical inquiry practices to support social justice civic goals. Iowa State University
Greiner, J. A. (2019). Using the C3 Inquiry Arc to Teach Critical Issues in a Social Studies Classroom. North Carolina State University.
Krizan, P. I. (2018). K-2 Social Studies: Vygotsky, Inquiry, and Argumentation. State University of New York at Binghamton.
Long, E. R. (2017). Visions of the Possible: Case Studies of How Social Studies Teachers Enact the C3 Framework. North Carolina State University.
Mueller, R. G. W. (2016). Questioning as a civic act: An examination of how social studies teachers define, develop, and cultivate questions for inquiry. University of Kentucky
Phillips, A. (2018). High School Students’ Experiences with Social Studies Inquiry and Technology in Two History Classrooms. Northern Illinois University
Pugh, S. M. (2018). The Initial Implementation Patterns of the C3 Framework in Maryland School Districts University of Maryland.
Serure, D. F. (2018). The Current State of Secondary Social Studies in Western New York. State University of New York at Buffalo
Smith, J. (2017). The Impact of National Curriculum Changes in Social Studies on Teachers and Administrators at an Independent Study Charter High School. California Lutheran University,
Thacker, E. (2014). Smooth Sailing Through Stormy Seas? High School Social Studies Teachers Navigating Their Informal Professional Learning. University of Kentucky.
