We at ASSERT stand in solidarity with the Ukrainian people who alone are enduring the brunt of Vladimir Putin’s aggression and self-aggrandizing motivations. While all war is anathema to human flourishing, wars of aggression seeking to subjugate free and independent peoples—represented today by the invasion of Ukraine—are particularly intolerable. The toll of human suffering on the part of the Ukrainian peoples is already being realized and will continue to multiply. The suffering of the Russian people, who neither asked for nor supported Putin’s adventurism, must also be added to this account.Read more about Statement on the Russian Invasion of Ukraine
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.
In this themed issue on using textbooks in social studies education, guest editors Johan Wassermann and Scott L. Roberts provide the context for an excellent multinational volume on using history textbooks in the classroom. The authors featured in this volume are both scholars and K-12 practitioners, offering a varied and practically oriented set of articles sure to help teachers improve their practices with social studies textbooks.