About the Journal
We know that social studies teachers are dedicated to their craft and always looking for ways to improve those practices. Teachers tell us that they would like to make use of research that illustrates powerful social studies teaching and learning, but that they don’t have access to the research, don’t have time to read it, or find it too difficult to digest.
Here at ASSERT we want to break down these barriers for you. On our site, you will find easily digestible, relevant, well-written, summaries of the best published social studies research the profession has to offer with practical advice on how to implement these ideas in your classroom.
Each article is blind peer-reviewed by two professionals, a scholar with expertise in the field and a practicing social studies teacher. These reviewers help to ensure that the summaries you read are of the highest possible quality, that they accurately represent the research, and that they provide teachers with practical advice they can use to take their teaching to the next level. They are published with a Q & A that poses five questions (generated by teachers and teacher educators) about the author’s article.
Best of all, we provide you with access to these articles free of charge. We are a collective of social studies teachers and teacher educators dedicated to the profession and to hard-working teachers like yourself. You and your students should have the best new ideas, research, and practices available to you. Now, you have it at your fingertips. The Annals of Social Studies Education Research for Teachers welcomes you to join us in this new and exciting venture.
Welcome to our first issue of 2023, Teaching for Black Lives. In this excellent issue we have four articles that explore history, citizenship, immigration, and education as reflected through the lens of Black Lives Matter Movement and the urgent need to teach about, through, and for Black Lives. Curated by Guest Editor Kristen Duncan (Clemson University), the contributions by Denisha Jones (Sarah Lawrence College), Chris Busey (Scholar-at-Large, nee University of Florida), Tianna Dowie-Chin (University of Georgia) , and LaGarrett King (University of Buffalo), offer social studies teachers a rich and pointed collection from which to draw insight for their teaching practices.