More Articles about the C3 Framework and the Inquiry Design Model
Thacker, E., & Friedman, A. (2017). Social studies teachers’ design and use of inquiry modules. Contemporary Issues in Technology and Teacher Education, 17(3), 360-387.
Thacker, E. S., Lee, J. K., & Friedman, A. M. (2017). Teaching with the C3 Framework: Surveying teachers׳ beliefs and practices. The Journal of Social Studies Research, 41(2), 89-100.
Hong, J. E., & Melville, A. (2017). Training social studies teachers to develop inquiry-based GIS lessons. Journal of Geography, 1-16.
Crocco, M. S., & Marino, M. P. (2017). Promoting inquiry-oriented teacher preparation in social studies through the use of local history. The Journal of Social Studies Research, 41(1), 1-10.
Thacker, E. S., Hicks, D., & Friedman, A. M. (2017). It might not be a matter of life or death, but does soccer really explain the world?. Social Education, 81(4), 234-238.
McCall, A. L. (2017). Teaching children about the global economy: Integrating inquiry with human rights. The Social Studies, 108(4), 136-142.
Saye, J. W. (2017). Disciplined inquiry in social studies classrooms. In M. M. Manfra & C. M. Bolick (Eds.). The Wiley Handbook of Social Studies Research, 336-359. New York: Wiley-Blackwell
Yoder, P. J., Johnson, A. P., & Karam, F. J. (2016). (Mis)perceptions of Arabs and Arab-Americans: How can social studies teachers disrupt the stereotypes?. In W. Journal (Ed.). Teaching Social Studies in an Era of Divisiveness: The Challenges of Discussing Social Issues in a Non-Partisan Way, 63-78. London: Rowman & Littlefield.
Heafner, T. L., Zimmerman, A., Triplett, N., & Journell, W. (2016). Bridging reading and writing through C3 inquiry. Social Education, 80 (6), 343-349.
Chick, K. A., & Corle, S. (2016). Confronting gender imbalance in high school history textbooks through the C3 Framework. Social Studies Research & Practice, 11(2), 1-16.
Marston, C., & Handler, L. K. (2016). Making social studies shine: Strategies for implementing the C3 Framework in elementary classrooms. Social Education, 80(6), 365-369.
Manfra, M. M., & Greiner, J. A. (2016). Technology and disciplined inquiry in the world history classroom. Social Education, 80(2), 123-128.
Marri, A. R. (2016). Fostering Economic literacy for k–12 students through the College, career, and civic Life (C3) Framework. Innovations in Economic Education: Promising Practices for Teachers and Students, K-16, 171-184.
Lee, J., Swan, K., & Grant, S. G. (2015). By teachers, for teachers: The NYS toolkit and C3 teachers. Social Education, 79(5), 325-328.
Swan, K., Lee, J., & Grant, S. G. (2015). The New York State Toolkit and the Inquiry Design Model: Anatomy of an inquiry. Social Education 79(5), 316–322.
Hicks, D., Lee, J., & Shires, S. (2014). Inquiring about the causes of World War I with Chronozoom. Social Education 78(3), 117-122.
Long, E. R. (2017). Visions of the possible: Case studies of how social studies teachers enact the C3 Framework. Published Dissertation, North Carolina State University.