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This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching practices while working with student teachers in the field. By systematically embracing opportunities to explore mutually pressing issues and concerns manifest across the student teaching semester, the authors found that collaborative self-study provided a useful framework for considering their pedagogical reasoning and decision making as they encouraged student teachers to engage in rationale-based practice. The understandings gleaned from this study provided the authors with a basis upon which to reexamine their developing teacher educator pedagogies, as well as to critique the nature and structure of their teacher education program.

The purpose of this paper is to present an alternative approach to studying religion in social studies classrooms through reframing. The authors encourage this reframing through the lens of citizenship and terror as a human experience.

This is a practitioner’s piece and did not include research methodology or design.

This is a practitioner’s piece and did not include any findings.

This paper presents practical approaches to examining religion in social studies classrooms through a comparison with citizenship and the lens of terror. The authors offer activities which current classroom teachers will be able to put into action immediately. In addition, the authors offer a detailed background for further study if teachers wish to learn more.

This paper presents ways to study religion in the social studies and in the current fractured social environment the authors feel is needed. The authors wish to showcase how to examine a controversial issue in a reflective, respectful and honest fashion.

The authors present the idea of studying religion through the lens of terror while showcasing how it mirrors the requirements of citizenship. The authors believe that studying religion in this way in the social studies will help to demystify the topic and allow students to unpack religion as a topic in social studies.

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.

The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience.

The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?”

The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally.

The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

The purpose of this paper is to explore the equalities’ dimension of falls prevention services in light of the Equality Act 2010 and its protected characteristics. Research and policy are discussed in light of the Act and public services’ duties to be aware of their responsibilities.

An initial research review was undertaken in 2012 and updated in 2016.

The research on falls prevention services does not always collect data on users of the service and services do not always collect data about their users that would enable them to build a picture of their users in line with the Equality Act 2010.

Services and commissioners will need to be able to show that the services funded by the public purse are accessible, acceptable and appropriate to the UK’s increasingly diverse older population. This paper describes some of the existing resources and research papers that contain elements of attention to the protected characteristics of the Equality Act 2010.

This is an update on a research review undertaken in 2012.

The purpose of this paper is to explore the potential of using digital shorts (Pytash et al., 2017) focusing on social issues in social studies classrooms.

Qualitative case study is used in this study.

Digital shorts focused on important social issues, and included their beliefs and perspectives about their social issue, as well as insights into their developing identities as citizens. The authors’ findings demonstrate how this assignment can be the gateway for discussions regarding social issues, how students perceive their identities tied to contemporary social issues, and how they make sense of these issues within multimodal compositions.

The findings from this research have implications for researching the effectiveness of digital media production analysis for students’ learning of social issues.

The findings from this research have implications for exploring how digital media production analysis can be incorporated into social studies courses.

Although the push for social studies teachers to provide spaces for students to demonstrate these capacities, few examples exist in the literature.

The purpose of this paper is to examine how attitudes and subjective norms predict channel migration across the three channels based on the theory of reasoned action (TRA).

A self‐administered questionnaire was administered to the participants comprised of staff, faculty, and students from four different universities in the southern and midwestern USA. The survey instrument was administered online and a total of 503 completed surveys were obtained.

TRA was successful in predicting channel‐migration intention in brick‐and‐mortar stores, catalogues, and the internet. Utilitarian beliefs were more relevant in predicting attitude toward channel migration for all three channels. Normative beliefs for bricks‐and‐mortar stores and catalogues were significant in predicting subjective norms, the relationship was negative. Attitude and subjective norms were the predictors of the channel‐migration intention for all three channels.

These findings may not be generalizable to the study population because the sample was restricted to a small area. Additionally, the survey was administered online, which made it difficult to calculate the response rate.

The paper adds insights into the subject by examining channel‐migration behaviour using TRA.

Assistive technology (AT) is a tool to help people gain, maintain, or regain independence. AT funding options in the United States are varied. One fairly unique option is last-resort state funding, which is available in just a few states. In this case study, we explore the kinds of AT that were purchased from a state AT fund over a five-year period and for whom the AT was purchased. The case study followed a three-phase community-based participatory research process that included initial interviews with key stakeholders, compiling the data into a usable form, and follow-up interviews with key stakeholders to seek their analysis and opinions related to the data. Overall, patterns in the results were generally expected, or at least didn’t cause alarm. The data suggest that AT providers are becoming more proficient at finding ways to provide more devices and services to their clients, they are likely becoming increasingly effective at providing services to their clients without having to purchase them, they are successful in finding funding for the less expensive devices or are reusing devices that have already been purchased, and that community outreach programs are successful in increasing fund usage by ethnic minority populations. General implications of these findings are presented with the goal of improving functional outcomes for AT users.