Search results for author:"Wayne Journell"
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Theory and Research in Social Education Vol. 36, No. 4 (2008) pp. 317–355
This study examines the effectiveness of asynchronous communication in facilitating historical discussions among adolescents, with a specific focus on the ways in which teachers can affect this process. Threaded discussion board posts and teacher...
Social Education Vol. 73, No. 7 (2009) pp. 325–329
One of the primary goals of social studies education in the United States is to prepare students for civically active, politically informed, and socially engaged democratic citizenship. Too often, however, the curricula fall short of this goal....
Perceptions of E-Learning in Secondary Education: A Viable Alternative to Classroom Instruction or a Way to Bypass Engaged Learning?
Educational Media International Vol. 47, No. 1 (March 2010) pp. 69–81
This manuscript uses interview data collected during a qualitative study in 2007 of a secondary US history e-learning course. The teacher, Mr. Harding, and 11 of the 13 students in the class were interviewed about their general perceptions of e...
Analyzing the Appropriateness of Internet-Based School News Programs for Social Studies Classrooms: "CNN Student News" as a Case Study
Clearing House: A Journal of Educational Strategies, Issues and Ideas Vol. 87, No. 2 (2014) pp. 53–58
This article describes a research study on the appropriateness for social studies classrooms of "CNN Student News," a free online news program specifically aimed at middle and high school students. The author conducted a content analysis...
E-Learning Vol. 4, No. 2 (2007) pp. 138–149
This article addresses the continuing digital divide in public education, one that defines itself largely along geographic, socioeconomic, and cultural lines. The article refutes the idea that the digital divide is dwindling due to increasing access ...
Clearing House: A Journal of Educational Strategies, Issues and Ideas Vol. 84, No. 3 (2011) pp. 109–113
In this article the authors make a case for videoconferencing as a way to diversify middle and secondary classrooms. Through a description of the setup of a videoconference between American pre-service teachers and Moroccan undergraduates, the...
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 377–412
In this study, we explore how preservice teachers utilized Twitter during one middle grades social studies methods course. Specifically, we analyzed how various Twitter assignments—following specific accounts, weekly communication with class members,...
“We have those kinds of conversations here …”: Addressing contentious politics with elementary students
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 79, No. 1 (March 2019) pp. 73–82
A particularly contentious event, the 2016 U.S. Presidential Election presented distinct challenges to identity politics in the classroom. This article examines a case study of a White fifth-grade elementary teacher, working with primarily youth of...
When One-Size Methods Class Doesn't Fit All: A Self-Study of Teaching Traditional and Alternative Licensure Students Together
Teacher Education and Practice Vol. 26, No. 1 (2013) pp. 9–27
This article uses a narrative approach to start a dialogue about the challenges of teaching blended methods classes that contain traditional and alternative licensure students. Many alternative licensure students enter their methods classes as...
Topics: Teaching Methods
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2931–2939
In this multiple case study, we compare the instruction of two high school civics teachers during the 2012 Presidential Election. Both were highly-qualified practitioners who worked in schools with one-to-one laptop initiatives, creating an...
Students blogging about politics: A study of students' political engagement and a teacher's pedagogy during a semester-long political blog assignment
Computers & Education Vol. 88, No. 1 (October 2015) pp. 64–71
Many scholars have written about the Internet’s potential for engaging youth in public issues, but there has been little empirical research on the political engagement outcomes from students’ classroom-based use of web 2.0 tools, such as blogs, or...
Educational Forum Vol. 77, No. 4 (2013) pp. 466–480
This article describes possibilities afforded by using social media, specifically Twitter, as a way to encourage students to join political conversations across the United States and around the world. In this study, we describe a project in which...