Kathryn L. Roberts is a Professor of Reading, Language, and Literature in the Division of Teacher Education at Wayne State University in Detroit, Michigan. A former elementary teacher, Roberts earned her Ph.D. in Curriculum, Teaching, and Educational Policy form Michigan State University. She now teaches undergraduate and graduate courses in literacy education and enjoys working with educators through professional development. Her research focuses on content-area literacy, visual literacy, early and emergent literacy, and reading comprehension. Her work can be found in journals such as The Elementary School Journal, The Reading Teacher, The Journal of Social Studies Research, and the Journal of Teacher Education. Kristy A. Brugar is a Professor of Social Studies Education, Chair of the Instructional Leadership and Academic Curriculum Department (ILAC), and Robert L. and Nan A. Huddleston Presidential Professor of Education at the University of Oklahoma. Brugar has served as Chair of the Board of Directors for the National Council for History Education (2020-2022), professional organization that elevates the importance of teaching through professional learning, community building, and advocacy. Brugar earned her Ph.D. in Curriculum, Instruction, and Teacher Education form Michigan State University. Her research focuses on teacher development, social studies/history education, and interdisciplinary instruction involving inquiry, social studies, literacy, and visual arts. She has published articles in The Elementary School Journal, The Journal of Social Studies Research, and The Journal of Teacher Education.
Description
This is the curricular integration book I've been waiting for! Written in a lively, engaging, style, the book provides research-based strategies and exemplar lessons that can be put directly into practice. The book emphasizes not just reading and writing but speaking and listening--crucial skills for social studies education. --Anne-Lise Halvorsen, professor, Michigan State University This book offers a rich and practical guide for fostering literacy and inquiry-based teaching and learning in elementary social studies. Grounded in both research and hands-on classroom experiences, it provides educators with concrete strategies to engage students in asking questions, analyzing diverse sources, and synthesizing knowledge to construct meaningful understandings. With its focus on authentic, interdisciplinary learning, this book is a valuable resource for educators seeking to cultivate literacy skills with a focus on curiosity, critical thinking, and a deeper connection to social studies through inquiry. --John Lee, professor and Associate Dean for Faculty and Academic Affairs, North Carolina State University