Publication Date: November 8, 2004
No plan to increase achievement and enact reform in the social studies classroom will succeed without recognizing the central importance of the teacher as the “gatekeeper” of instruction. In this book, Thornton details why teachers must develop strong skills in curriculum planning and teaching methods in order for effective instruction to occur. Thornton helps teachers to develop a vision of their practice that will build strong social studies programs and inspire students to learn.
Stephen J. Thornton is Associate Professor of Social Studies and Education at Teachers College, Columbia University.
“In this important book, Steve Thornton brings a Deweyan perspective to current problems in social studies education. He does more, however, because his analysis can be extended profitably to every subject in the curriculum.”
—From the Foreword by Nel Noddings
“A thoughtful and carefully documented analysis….Let us hope that this book encourages a richer dialogue than the now-tedious and generally unproductive separate disciplines versus integrated social studies debate.”
;Linda S. Levstik, University of Kentucky, Lexington
“A refreshingly clearheaded, historically grounded, altogether enlightening analysis. This is the book I've been waiting for.”
Walter Parker, University of Washington