More Articles about the C3 Framework and the Inquiry Design Model
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.
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.
Hammack, R. (2019). Teaching inquiry through the music of the Civil Rights Movement. Iowa Journal for the Social Studies 27(1). 22-32.
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.
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.
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.
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
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.
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.
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
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.
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.
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.
Paska, L. M. (2018). Does inquiry change learning?: Geography and the C3 framework. The Geography Teacher, 15(1), 5-8.
Mueller, R. G. (2018). Examining teachers’ development and implementation of compelling questions. Social Studies Research and Practice, 13(1), 1-15.
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.
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. (2018). Implementing K-6 inquiries together. Social Studies and the Young Learner, 30(3), 2-3.
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.
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.
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.
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.
Hicks, D., Lee, J., & Shires, S. (2014). Inquiring about the causes of World War I with Chronozoom. Social Education 78(3), 117-122.
Greiner, J. A. (2019). Using the C3 Inquiry Arc to Teach Critical Issues in a Social Studies Classroom. North Carolina State University.
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.
Doornbos, L. (2018). Inquiry into Teacher Learning: Secondary Teachers’ Historical Inquiry Practices Following a Sustained Professional Learning Experience. Michigan State University.
Krizan, P. I. (2018). K-2 Social Studies: Vygotsky, Inquiry, and Argumentation. State University of New York at Binghamton.
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
Gallagher, J. L. (2017). Inquiries that matter: How social studies teachers employ historical inquiry practices to support social justice civic goals. Iowa State University
Long, E. R. (2017). Visions of the Possible: Case Studies of How Social Studies Teachers Enact the C3 Framework. North Carolina State University.
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,
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
Day, S. H. (2015). How Elementary Teachers Use Classroom Mini-Economies When Guided by the C3 Framework. North Carolina State University.
Thacker, E. (2014). Smooth Sailing Through Stormy Seas? High School Social Studies Teachers Navigating Their Informal Professional Learning. University of Kentucky