Rahima C. Wade

Developing Active Citizens: Community Service Learning in Social Studies Teacher Education

(1995). Developing Active Citizens: Community Service Learning in Social Studies Teacher Education. The Social Studies: Vol. 86, No. 3, pp. 122-128.

Content Analysis of Social Studies Textbooks: A Review of Ten Years of Research

Many researchers have criticized social studies textbooks for being biased, superficial, or poorly written, yet little attention has been paid to the quality of the textbook studies. This article presents the findings of a review of social studies content analysis research over the last 10 years. Studies reported in Theory and Research in Social Education, The Social Studies, and Social Education (N = 25) were evaluated on the basis of their sampling, methodology, findings, and recommendations. The results of this review reveal that many of the problems noted in other types of social studies research are evident in content analysis research as well. The discussion focuses on recommendations for researchers to improve the quality of content analysis studies and to collaborate with other educators and organizations in promoting textbook reform and creative social studies teaching.

Novice teachers' experiences of community service-learning

Abstract This study focuses on beginning teachers’ experiences with a currently popular curriculum strategy in the US: community service–learning. To determine the personal and contextual factors influencing novice teachers’ experiences, we surveyed over 300 early career teachers and interviewed 30 of the larger sample. The study provides evidence that some beginning teachers are willing to implement strategies they learned in their teacher education programs, and can do so successfully, in spite of being busy and unsupported. Results indicate that specific preparation features and school characteristics may play a large role in whether novice teachers implement service–learning activities in their classrooms.

The Chicago Experience: Border Crossing for Social Studies Preservice Teachers

Abstract Research on a week-long internship in inner city Chicago schools and community agencies revealed that “border crossing” can assist social studies preservice teachers in learning about the inner city, but critical reflection and long term program commitment to unlearning racism and developing multicultural teaching competencies are necessary for white teachers to develop the knowledge, skills, and attitudes for teaching in diverse settings. The potential and limitations of short-term inner city experiences as well as ideas for more comprehensive efforts at creating culturally competent white teachers are discussed.

In brief: Tomorrow's leaders? Gifted students' opinions of leadership and service activities

A survey of gifted high school sophomores and juniors revealed that less than challenging school and community leadership activities often limit student interest and involvement. The authors suggest that gifted students’ willingness to participate in leadership activities will be increased by providing them opportunities for input, choice, responsibility, and meaningful influence. Specific recommendations for improving both student council and community service programs are offered.

Service–Learning in the Social Studies: Civic Outcomes of the 3rd–12th Grade CiviConnections Program

Abstract This article describes a service-learning intervention, the CivicConnections Program, as implemented by 96 teachers in 32 site-based teams in 21 states during 2004–2005. Each of the 32 teams was responsible for multiple service-based, social studies classrooms serving a total of more than 2500 students in grades 3–12. The individual classroom-level projects demonstrated much diversity. Student responses to pre-surveys and retrospective pre- and post-surveys indicated consistent and important growth regardless of ethnic background or grade level. Students reported significant increases in their knowledge and sense of efficacy and participation. The magnitude of reported outcomes differed considerably depending on the site where students participated, even though all 32 sites demonstrated some significant growth on the retrospective pre- to post-survey comparisons.