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This paper introduces two methodological innovations for qualitative research. We apply these innovations to holistically understand youth peer cultures and improve participant-driven qualitative methodology.

It moves the methodological frontier forward by blending technology with the “go-along” approach used by ethnographers to prioritize participants’ perspectives and experiences within their socio-cultural contexts.

We introduce the youth-centered and participant-driven virtual tours, including a neighborhood tour using Google Maps designed to explore how youth navigate their socio-spatial environments (n = 64; 10–17 year-olds; 2013) and a social media tour designed to explore how youth navigate their networked publics (n = 50; 10–17 year-olds; 2013), both in relation to their local peer cultures.

Applicable to a wide range of research populations, the Google Maps tour and the social media tour give the qualitative researcher additional tools to conduct participant-driven research into youths’ socio-cultural worlds. These two innovations help to address challenges in youth research as well as qualitative research more broadly. We find, for example, that the “go-along” aspect of the virtual tour minimizes the perceived threat of the researcher’s adult status and brings youth participants’ perspectives and experiences to the center of inquiry in the study of local peer cultures.

This paper is grounded on the premise that effective educators base lessons on rich and intriguing content which is relevant to students’ lives, implement the content using engaging and age-appropriate methodology, and measure students’ learning through authentic assessments. In order to support practicing teachers’ effective implementation of best practice methodology and assessment, educational researchers investigate the interconnections between content, methodology, and assessment. As technology facilitates teaching methodologies and learning assessments, meaningful activities such as students’ original political cartooning should be examined, detailed, and adapted. In this article, the methodological suggestions for, and adaptations of, students’ original political cartoons guide educators who seek to enable students’ creative and critical expressions of understandings about complex historical content.

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.

Case study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.

Major findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.

In light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

As school districts continue to devalue social studies through a narrowed focus on English language arts (ELA) and mathematics, this study investigated elements of curricular control in a district lacking a formal, purchased curricular program in the elementary grades. Without prescribed and scripted lessons, it was hypothesized that teacher autonomy would allow greater opportunities to investigate social studies concepts and skills.

Without prescribed and scripted lessons, it was hypothesized that teacher autonomy would allow greater opportunities to investigate social studies concepts and skills. Bernstein's theory of pedagogic discourse guided this study's analysis of power and control. This manuscript describes a micro-level discourse analysis that applies Gee's tools on interview data from two teachers.

Findings demonstrate some opportunities for teacher autonomy, but hierarchical control from administration persists and influences teacher decision-making. As researchers continue to argue for the increased presence of elementary social studies, this study demonstrates that the lack of a formal scripted curricular program presents opportunities for teachers, but administrative control endures and hinders teacher autonomy and instructional decision-making.

The data size and number of participants in this study may present limitations that impact generalizability. However, the focus for this study was to gain a deeper understanding of the messaging from two teachers. Comparability and translatability were identified as factors for research design to establish legitimacy (LeCompte and Preissle, 1993).

When considering implications from this study, two elements are considered. First, the continued devaluation of social studies persists, despite the implementation of Common Core standards. As a result, other measures must be investigated and implemented to ensure the subject is elevated to a more prominent position representative of its importance to a democracy. To accomplish this goal, teacher input and autonomy must also be respected to ensure a quality curriculum is utilized in the classroom. While teachers may exert control, albeit limited, in their instructional decision-making, many others are reliant on purchased programs that do not allow even this narrow classroom influence.

In this study, teachers' language use demonstrated external administrative control as well as autonomous decision-making. Their assigned schedule privileged ELA and math through the allocation of time. Moreover, administrators stated that social studies is not a priority, a sentiment counter to participants' values. Therefore, while they recognized the inherent benefit of the subject to their students, hierarchical power controlled the classification and framing of instruction. A weakened classification and framing structure must be sought to allow more opportunities for purposeful integration of content through messaging systems that are more responsive to students' needs.

I present the findings of a study with course developers, principals, teachers, and community members in British Columbia (BC), Canada, regarding their views of the course Social Justice 12. Introduced in 2008, the senior, elective course involves students in exploring a number of contemporary issues in society and aims to develop citizens who actively work to address social injustices. The course includes some potentially controversial content, such as Lesbian, Gay, Bisexual and Transgendered (LGBT) materials, which has been actively opposed by some community members. This negative reaction has had some damaging effects on teachers who teach the course. After describing the course and the study’s research methodology, the findings are presented. These findings include a review of the relations between course implementation and school contexts and a discussion of the complexity of issues-based instruction in relation to varied ideological positionings between teachers, principals, and community members. I conclude with recommendations that aim to strengthen education in and for a democracy.

The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies.

This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study.

Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators.

The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.

This paper presents case studies of three student teachers negotiating the demands of the National Council of the Social Studies' (NCSS) five characteristics of powerful teaching and learning (meaningful, integrative, value-based, challenging, and active instruction) while engaged in the context-specific tasks of student teaching. For these three student teachers, the context of both their teaching and beliefs about teaching combined to help them focus on two of the five characteristics more deeply than the others. These case studies suggest that social studies pre-service teachers can constructively use their student teaching semester to focus on developing strengths in those characteristics most appropriate to their beliefs about teaching and their teaching contexts, and that social studies methods courses can aid in this process by helping student teachers to reflect on these factors prior to their student teaching semester.

During the late twentieth century in the field of social studies education, Donald Oliver, Fred Newmann, and James Shaver were prominent leaders. Their work on the Harvard Social Studies Project was part of the New Social Studies movement popular in the 1960s and 1970s that attempted to transform the social studies curriculum nationwide. By creating materials that focused on inquiry-based learning, they aimed to make a difference in the way that social studies courses were taught in American schools. The focus of this research is an analysis of the content and impact of the Harvard Social Studies Project and an exploration of the contributions of Donald Oliver, Fred Newmann, and James Shaver to that project. Historical research methods served as the primary theoretical framework for guiding the investigation. Oliver, Newmann, and Shaver’s work on the Harvard Social Studies Project not only established all three men as influential leaders in social studies education but also laid the groundwork for their subsequent work in broader areas of education.

The aim of this study is twofold: to provide a meta-synthesis of the current state of knowledge in family business (FB) internationalisation research, adopting a network perspective, and to highlight emerging themes that may set the stage for future work on FB internationalisation, for the benefit of researchers adopting a network perspective.

To address the twofold purpose of the study, the current paper provides a state-of-the-art review of 25 peer-reviewed journal articles published from 1993 to 2014. This study also presents a meta-synthesis of the theoretical approaches, key findings and concepts that were pinpointed in the review, and proposes emerging key themes that are likely to set the stage for future work within this specific field.

The results indicated that since the mid-1990s, research in the field from a network perspective has mainly focused on three aspects, namely, the role of networks and relationships in the internationalisation process, the factors that influence network formation and strategic/managerial issues in the formation and building of network ties. The current paper pinpoints emerging themes within these three aspects and proposes future pathways.

The review and meta-synthesis are restricted to 25 studies identified in this specific field.

This study comprises an initial attempt to encompass the interface of FB internationalisation and networks.

Social network analysis (SNA) seeks to manage the connections between entities through investigating and understanding behaviours and relationships. This study demonstrates the increasing relevance of social network approaches to solving contemporary and looming operations management (OM) and supply chain management (SCM) problems; including the coordination operations challenges raised by increased connectivity.

The systematic literature review approach adopted here examines 63 papers in OM and SCM published between 2000 and 2019. To-date OM reviews on SNA have focussed on discussing archetypal supply chains, what differentiates this study is the focus on how value was created in other forms of chains and operations.

This study reveals that current SNA adoption in OM is dominated by a manufacturing style focus on linear, sequential value creation, with a resulting focus only on sequential interdependence. SNA studies on reciprocally co-ordinated value creation (e.g. many service and network operations) are shown to have been neglected and are linked to a new agenda on contemporary management issues.

Beyond encouraging the use of SNA, this study seeks to re-orient SNA approaches towards how contemporary services and networks create value.

Through adopting a unique combination of approaches and frameworks, this study challenges extant work to offer a substantially revised agenda for SNA use in Operations and Supply Chain Management.