Publications by Todd S. Hawley
Fear and learning in student teaching: Accountability as gatekeeper in social studies
Journal of Social Studies Research, 2019
(2016). Reconstruction of the fables: The myth of education for democracy, social reconstruction ... more (2016). Reconstruction of the fables: The myth of education for democracy, social reconstruction and education for democratic citizenship. Critical Education, 7(4). Retrieved from Abstract A central goal of social studies education is to prepare students for citizenship in a democracy. Further, trends in the social, political, and economic circumstances, currently and historically in American education and society broadly suggest that: 1) a need for change exists, 2) that change is possible and can be brought about through a reconsideration of social reconstructionist ideas and values, especially those espoused by George Counts, and 3) that social studies teachers and teacher educators can work toward this change through educational practices. In this paper, we argue for these three points through a critical discussion of a perpetuated myth of democratic education.
Inthismanuscript,theauthorsexploreself-studyasanemergingresearchmethodologywiththe potentialtoope... more Inthismanuscript,theauthorsexploreself-studyasanemergingresearchmethodologywiththe potentialtoopenupspacesofinquiryforresearchers,graduatestudents,andteachersinabroad arrayoffields.Theyarguethatthefieldsofcareerandtechnicaleducation(CTE),adulteducation andtechnologycanleverageself-studymethodologyinsimilarways.Theyarguethatself-studyhas agreatdealtoofferboththeoreticallyandpracticallytothoseinterestedinimprovingtheirpractices as researchers, and for those involved in shaping adult vocational educational experiences. After reviewingthehistoryofself-studyasaresearchmethodology,theyprovideexamplesofself-study researchthathavedirectimplicationsforthoseinCTEandadulteducationandtechnology.They conclude the manuscript by providing practical guidance to those researching and/or working in schools,communitycentersandworkplaces.
Take a Stand for Ohio Teachers
Journal of Inquiry and Action in Education, Jan 1, 2012
Grounded in a belief in the transformative possibilities of social studies teacher education, I p... more Grounded in a belief in the transformative possibilities of social studies teacher education, I present an argument for considering the development of purpose as both content and pedagogy of social studies teacher education. As part of developing a coherent pedagogy of rationale-based social studies teacher education, I begin by exploring the influence of competing conceptions regarding the purpose of social studies teaching and learning on the work of social studies teacher educators. Next, I consider three distinct paths social studies teacher educators have taken to prepare teacher candidates for content and pedagogical decision-making as first-year teachers. While each has potential, I contend that they each miss an important first step -considering why teacher candidates want to teach social studies. Drawing on a growing body of research on rationale development, and my work as a teacher educator, I propose forging a new path. Situated in rationale-development as a core theme of social studies teacher education, and built on a conception of purpose as content and pedagogy, this path is designed to bridge the gap between rationale development and the subsequent rationale-based practices of beginning teachers.
Teacher Education Quarterly
In this study we explored prospective social studies teachers' memories of their middle and high ... more In this study we explored prospective social studies teachers' memories of their middle and high school social studies teachers. Our goal was to determine what lessons, if any, their apprenticeships of observation taught them about teaching. Analysis of interviews with these prospective teachers indicated they talked about five ways of being a social studies teacher: an information giver, a content knowledge expert, a "character", a caring, committed teacher, and "powerful." After discussing these five ways of being a social studies teacher we present implications for teacher educators interested in building upon prospective teachers' initial conceptions of powerful social studies teaching and learning.
Journal of Social Studies Research
Action in Teacher …, Jan 1, 2012
Rationale development as a core theme of teacher education is a topic of increasing interest to e... more Rationale development as a core theme of teacher education is a topic of increasing interest to educational researchers. After reviewing this emerging literature, the authors offer a consideration of how the rationale development process may apply to student learning in social studies. Through an example that uses the Civil Rights Movement, particular focus is given to aiding current practitioners in the implementation of student rationale development in the classroom.
Journal of Teacher …, Jan 1, 2010
Do the cultural values underlying our written feedback to student teachers constrain the conceptions of democratic citizenship we are teaching for?
Seventh International Conference …, Jan 1, 2008
… Education through Self- …, Jan 1, 2010
… studies and diversity education: what we do and why we do it, Oct 29, 2009
Uploads
Publications by Todd S. Hawley