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.
Current Issue
Vol. 6 No. 2 (2024): Weaving Knowledges Old and New (Indigenous / Hip Hop / Métis Knowledge & Methods)
Our second open issue promised to bring new engagements into the lives and minds of teachers. We begin the issue with the work of Danyluk, Wessel, James-Thomas, and Trout whose work illuminates the ways teachers can more effectively incorporate Indigenous knowledges into their teaching and Indigenous methods into their classrooms. McLaurin challenges teachers to view hip hop as a form of historical storytelling that can enrich and enliven their classrooms and to connect with their students. Finally, Jarvis shares insights from her work as a Métis scholar to illustrate how teachers can connect and engage in a "wholistic" process aimed at offering a Métis approach to teaching and learning about place and language.
Photo by Shawn Celavie on Unsplash
Published:
2024-12-30
