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T01-00066-V20n03 92Summer .k k • R . s V.Z X- =s"t' Nel Noddings Social Studies and Feminism S Murry Nelson First Efforts Toward a National Curriculum: The Committee of im ^, Ten's Report on History, Civil 441. - Government and Political Economy ri aW I - Christine Bennett Teaching the Social Studies : '; Elizabeth Spalding Multiple Approaches for Multiple Perspectives Ideological Perspectives Within the Social Studies Profession : An Empirical Examination of the Two Cultures Thesis BOOK REVIEW Merry M . Merryfield Implementing Global Education .„- Within the Contexts of School Change and American Culture REACTION AND RESPONSE Reactions from Ronald W. Evans, Jack L. Nelson, Murry Nelson, David Warren Saxe, Shirley H . Engle and Anna S . Ochoa to Michael Whelan's "History and the Social Studies," followed InJamesby ThisWhelan'sS.IssueLeming response.... Theory and Research in Social Education Volume XX Number 3 Summer, 1992 The Official Journal of the College and University Faculty Assembly of the National Council for the Social Studies TRSE is the official journal of the College and University Faculty Assembly of the National Council for Social Studies . Published quarterly, it is a general review open to all social studies educators, social scientists, historians, and philosophers . A general statement of purpose, and submission, subscription and advertising information may be found at the end of the journal . ©1992 by the College and University Faculty Assembly of the National Council for the Social Studies . All Rights reserved. THEORY AND RESEARCH IN SOCIAL EDUCATION Editor: Jack R. Fraenkel Associate Editor: Jane Bernard-Powers Book Review Editor : Perry Marker Editorial Assistant : Jean Cheng Theory and Research in Social Education (ISSN 0093-3104) is published quarterly by the College and University Faculty Assembly of the National Council for the Social Studies . Membership is $20.00 per year. $15.00 of the dues are allocated for subscription to TRSE . Institutional and non-CUFA subscriptions are $35 .00 per year . Second class postage paid at Washington, D .C. and additional offices . Back issues may be obtained for $10.00 each when available . Postmaster : Send address changes to Theory and Research in Social Education, 3501 Newark St ., NW, Washington, D.C. 20016. Address manuscripts and letters to the editor to : Dr. Jack R. Fraenkel Research and Development Center Burk Hall 238 San Francisco State University San Francisco, CA 94132 Address other correspondence to : Dr. Jane Bernard-Powers Department of Elementary Education San Francisco State University San Francisco, CA 94132 Address book reviews to: Dr. Perry Marker School of Education Sonoma State University Rohnert Park, CA 94928 Address correspondence related to permissions, subscription and membership, back issues, and change of address to : Membership Department National Council for the Social Studies 3501 Newark Street, NW Washington, D .C. 20016 Address correspondence about advertising to : Peter Stavros, Meetings and Marketing, at the above address . Reviewer Acknowledgement The editors would like to thank the following individuals for their time and for the attention they gave to the manuscripts they reviewed for this and future issues of TRSE . Janet Alleman Linda Levstik Beverly Armento Andra Makler Patricia Avery Gerald Marker Ronald Banaszak Perry Marker Allan Brandhorst Peter Martorella Margaret Branson Mary McFarland Jere Brophy Merry Merryfield Ambrose Clegg John Meyer Catherine Cornbleth Steven Miller Jeffery Cornett Murry Nelson Deborah Curtis Stuart Palonsky O. L. Davis Walter Parker Lee Ehman Jeff Passe Ron Evans Tom Popkewitz Jean Fair Wayne Ross Patrick Ferguson Enoch Sawin Jeffrey Fouts Don Schneider Jesus Garcia Robert Stahl Pamela Joseph Robert Tabachnick Marilyn Johnston Steve Thornton Nancy King Jan Tucker Joseph Kirman Norm Wallen Gloria Ladson-Billings Angene Wilson Margaret Laughlin Jack Zevin Guy Larkins Volume XX Number 3 Summer, 1992 IN THIS ISSUE . Editorial 227 Letter to the Editor 229 FEATURES Net Noddings Social Studies and Feminism 230 Murry Nelson First Efforts Toward a National Curriculum: The Committee of Ten's Report on History, Civil Government and Political Economy 242 Christine Bennett Teaching the Social Studies : Elizabeth Spalding Multiple Approaches for Multiple Perspectives 263 James S. Leming Ideological Perspectives Within the Social Studies Profession: An Emprical Examination of the Two Cultures Thesis 293 BOOK REVIEW Merry M. Merryfield Implementing Global Education Within the Contexts of School Change and American Culture 312 REACTION AND RESPONSE Reactions from Ronald W. Evans, Jack L . Nelson, Murry Nelson, David Warren Saxe, Shirley H. Engle and Anna S . Ochoa to Michael Whelan's "History and the Social Studies" in the Winter 1992 issue, followed by Whelan's response. 313 Information for Authors 360 Theory and Research in Social Education Summer, 1992 Lt:,! I LRS TO THE EDITOR Dr. Jack R. Fraenkel, Editor Theory and Research in Social Education Burk Hall 238 San Francisco State University San Francisco, CA 94132 Dear Jack : Your decision to devote the Fall 1991 issue of TR S E to a comprehensive report of the research on higher-order thinking by Fred Newmann and his group was an excellent move . It is good research, well reported . It is unfortunate that funds for such programmatic research are rarely available for social studies education . The report of the 5-year research program on higher-order thinking should serve as a model for programmatic research; however, the sad fact is that it would be an unrealistic model because the resources are simply not available to emulate it. Actually, it is a real tragedy that the funds were not available for Fred and his colleagues to conduct another 5-year program of research, capitalizing on the foundation laid in the first five years to explore specifically the relationships among classroom environment, teaching behaviors, and higher-order thinking outcomes . I do wonder, however, if the lack of resources for programmatic research might not be ameliorated to some extent through cooperative professional action . In our chapter in the Review of Research and Social Studies Education : 1976-83 (edited by Bill Stanley), Jack Nelson and I made the following observation: A large proportion of research in our field continues to be done through doctoral dissertations . Might not a research consortium, perhaps NCSS-sponsored, of university faculty who supervise the bulk of dissertation research in social studies education be a productive substitute for science research laboratories? Periodically, perhaps every five to ten years, consortium members could meet (perhaps as part of an NCSS annual meeting) to identify a major research problem area and the thrust that each would encourage his or her students to attack within that area in the next five 228 Theory and Research in Social Education Summer, 1992 to ten years . The continuing informal exchange of findings, along with papers, dissertations, and publications, would be an essential ingredient of such a consortium . A focus could be the identification of studies worthy of replication in dissertations. The outcome of such an organized research effort might be the building of a body of interrelated research results, in contrast to the ahistorical and scattershot approach that is now evident in social studies dissertations . .(p. 411) . I have heard or seen no resounding response to that suggestion, perhaps in part because it was buried in the chapter . However, in the context of the programmatic research issue raised by Fred's higher- order thinking research, I wonder if the general concept is worth exploring? If so, what might the mechanisms be for implementing such a consortium? Should the NCSS Research Committee be asked to consider taking organizational responsibility? Might the best organization be an NCSS special interest group, say a SIG/Research Consortium or a SIG on Coordinated Research, open to those who would be interested in trying to develop coordinated, long-term research programs on significant problems in social studies education? Perhaps some of the readers of TRSE would care to respond to the concept of a research consortium as well as to the mechanics of implementing such an idea, if you would be willing to publish their comments. Sincerely, James P . Shaver Professor and Associate Dean of Research Utah State University Editor's Note : We think that Shaver's idea holds promise . What do the readers of TRSE think about the idea of a research consortium? Perhaps something along the lines of an AERA special interest group whose members would jointly design and replicate significant social studies research might be formed . Perhaps an exploratory meeting might be held at the 1992 CUFA meeting in Detroit? Send us your reactions . 229 Theory and Research in Social Education Summer, 1992, Volume XX, Number 3, pp . 230-241 © by The College and University Faculty Assembly of the National Council for the Social Studies SOCIAL STUDIES AND FEMINISM1 Nel Noddings Stanford University Abstract Although women's names and faces appear more often in today's social studies textbooks than in earlier ones, their genuine contributions to social life are still generally omitted . The next wave of feminism in education should be directed to the articulation of women's culture . This article explores some possibilities along these lines for social studies education Introduction The first wave of feminist influence on the school curriculum was similar
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