Timothy J. Patterson | Temple University (original) (raw)
Book Chapters by Timothy J. Patterson
Journal Articles by Timothy J. Patterson
Theory & Research in Social Education , 2015
The History Teacher, 2016
British Journal of Educational Studies , 2018
Scotland and South Korea are experiencing novel challenges in educating for and about migrant pop... more Scotland and South Korea are experiencing novel challenges in educating for and about migrant populations. Through a critical discourse analysis of these nations' national curricula, we consider the guidance educators are offered in teaching about issues related to migration in increasingly diverse classrooms. Framed by theories of critical global citizenship, our analysis suggests that both curricula use ambiguous approaches to global citizenship education. These curricula acknowledge the presence of migrants without disturbing stable visions of Korean and Scottish national identities. Such approaches are reflective of the challenges of integrating migrants into the civic life of South Korea and Scotland.
Journal of Social Studies Education Research, 2018
This qualitative study examined how and under what conditions pre-service social studies teachers... more This qualitative study examined how and under what conditions pre-service social studies teachers reported transformations to their controversial issues pedagogy. This study began in 2011 and was situated in a pre-service social studies seminar at a graduate school of education in the United States. Data collection occurred in five different seminars and lasted three years. Afterwards, the authors met intermittently between 2014 and 2016 to establish findings. The study examined pre-service social studies teachers' responses to classes that utilized videotaped instruction of an experienced practitioner's lessons about controversial free speech and terrorism. The following question guided data collection: "How, and under what conditions, do pre-service social studies teachers report transformations to their controversial issues pedagogy when viewing videos of an experienced teacher?" The theoretical framework drew upon enlightened political engagement, and data was derived from the written reflections of pre-service social studies teachers in five different seminars. Findings emphasized that the pre-service social studies teachers were most likely to report pedagogical transformations when reflecting with a peer and when they were free to choose their analytical focus. Also, they were most likely to contextualize these pedagogical transformations within the observed teacher's classroom, a phenomenon we called 'transposing'. Implications of this study identify issues about how to teach for pedagogical transformations in controversial issues instruction.
Teachers College Record, 2019
Context: Elementary teachers will make difficult pedagogical choices when selecting materials to ... more Context: Elementary teachers will make difficult pedagogical choices when selecting materials to support their students' learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study: The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design: This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the illustrations in our dataset using methods that ensured interrater reliability. To accomplish this, we developed and tested an analytical tool for understanding the interpretive stances books deploy when they portray difficult moments in history. We deductively categorized textual and visual depictions of enslavement into one of three stances: selective tradition, social conscience, and culturally conscious. The criteria for these stances were established through critical race theory and the broad research tradition on African-American subjects in children's literature. Results: Our analysis revealed the presence of all three depictions in children's literature. Our findings call attention to the need for careful decision-making on the part of elementary teachers , as their decisions around book selection will enact a curriculum that honors particular perspectives of U.S. history. The problematic elements identified in previous studies remain prevalent in modern books for elementary students. However, our findings also suggest teachers will be presented with a more complicated set of options when selecting among historical children's literature than previously documented by researchers.
TechTrends, 2019
This e-offprint is for personal use only and shall not be self-archived in electronic repositorie... more This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
Theory and Research in Social Education, 2020
The American media has historically favored conservative critiques when reporting about national ... more The American media has historically favored conservative critiques when reporting about national history exam results. Utilizing the frameworks of critical media studies and collective memory, this mixed methods study analyzes the media responses to the 2014 National Assessment of Educational Progress (NAEP) United States history exam. Findings indicate something we call the "Discourse of (Mis)Construction": a cross-partisan media misconstruction about the results and a construction of knowledge by the National Center for Education Statistics (NCES) by using misleading achievement level terms. Opportunities exist for social studies educators to become better stewards of the field's reputation and credibility by reworking how civic action can address these problems.
Social Studies and the Young Learner, 2020
Curriculum and Teaching Dialogue, 2019
Positionality statements provide important insights into the researcher's stance relative to a pe... more Positionality statements provide important insights into the researcher's stance relative to a perceived issue and can inform both researcher and reader as to potential biases. Despite this value, little structured guidance exists for education researchers interested in crafting high-quality positionality statements. This article examines data collected from a curricular intervention meant to help beginning educational researchers consider characteristics of positionality statements and craft their own statements relative to some problem that interests them.
Social Studies Journal, 2017
Despite widespread focus on literacy and math at the expense of other subjects, citizenship and e... more Despite widespread focus on literacy and math at the expense of other subjects, citizenship and environmental education have an important role in American public education. Citizenship and environmental education are broadly tasked with helping students develop the knowledge, skills, and attitudes needed to shepherd the body politic and natural world, respectively, into the future. For educators and administrators concerned with instructional efficiency, educational farm visits offer one means of pairing these two approaches into a unified learning experience. This paper presents findings from a qualitative case study analysis of two such programs, incorporating interviews with and observations of visiting students, teachers, and parents. The authors argue that sustainable citizenship-a typically European conception of citizenship that stresses the natural as well as the national world-is an important outcome of these types of educational experiences.
Papers by Timothy J. Patterson
Routledge eBooks, Jan 16, 2023
Routledge eBooks, Jan 16, 2023
Routledge eBooks, Jan 16, 2023
Routledge eBooks, Jan 16, 2023
Routledge eBooks, Jan 16, 2023
Ansel Adams and Dorothea Lange's photojournalist activism during World War II was a direct re... more Ansel Adams and Dorothea Lange's photojournalist activism during World War II was a direct response to President Franklin Roosevelt's Executive Order 9066 (EO 9066), which led to the incarceration of 120,000 Japanese and Japanese Americans in 10 camps across seven mostly western states. The incarceration was an illegal, racist, haphazard, and illogical event. Approximately two-thirds of those imprisoned were U.S. citizens. Japanese and Japanese Americans living in many other parts of the country were not imprisoned; and only one percent of those living in Hawai'i were incarcerated, despite the islands' location in the actual Pacific theater of war. In 1983, the Commission on Wartime Relocation and Internment of Civilians estimated that incarcerees lost an estimated 2.5to2.5 to 2.5to6.2 billion in property and entitlements. President Ronald Reagan later described the incarceration as "a grave wrong" and "a mistake." Lange was in a very different photograph...
Theory & Research in Social Education , 2015
The History Teacher, 2016
British Journal of Educational Studies , 2018
Scotland and South Korea are experiencing novel challenges in educating for and about migrant pop... more Scotland and South Korea are experiencing novel challenges in educating for and about migrant populations. Through a critical discourse analysis of these nations' national curricula, we consider the guidance educators are offered in teaching about issues related to migration in increasingly diverse classrooms. Framed by theories of critical global citizenship, our analysis suggests that both curricula use ambiguous approaches to global citizenship education. These curricula acknowledge the presence of migrants without disturbing stable visions of Korean and Scottish national identities. Such approaches are reflective of the challenges of integrating migrants into the civic life of South Korea and Scotland.
Journal of Social Studies Education Research, 2018
This qualitative study examined how and under what conditions pre-service social studies teachers... more This qualitative study examined how and under what conditions pre-service social studies teachers reported transformations to their controversial issues pedagogy. This study began in 2011 and was situated in a pre-service social studies seminar at a graduate school of education in the United States. Data collection occurred in five different seminars and lasted three years. Afterwards, the authors met intermittently between 2014 and 2016 to establish findings. The study examined pre-service social studies teachers' responses to classes that utilized videotaped instruction of an experienced practitioner's lessons about controversial free speech and terrorism. The following question guided data collection: "How, and under what conditions, do pre-service social studies teachers report transformations to their controversial issues pedagogy when viewing videos of an experienced teacher?" The theoretical framework drew upon enlightened political engagement, and data was derived from the written reflections of pre-service social studies teachers in five different seminars. Findings emphasized that the pre-service social studies teachers were most likely to report pedagogical transformations when reflecting with a peer and when they were free to choose their analytical focus. Also, they were most likely to contextualize these pedagogical transformations within the observed teacher's classroom, a phenomenon we called 'transposing'. Implications of this study identify issues about how to teach for pedagogical transformations in controversial issues instruction.
Teachers College Record, 2019
Context: Elementary teachers will make difficult pedagogical choices when selecting materials to ... more Context: Elementary teachers will make difficult pedagogical choices when selecting materials to support their students' learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study: The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design: This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the illustrations in our dataset using methods that ensured interrater reliability. To accomplish this, we developed and tested an analytical tool for understanding the interpretive stances books deploy when they portray difficult moments in history. We deductively categorized textual and visual depictions of enslavement into one of three stances: selective tradition, social conscience, and culturally conscious. The criteria for these stances were established through critical race theory and the broad research tradition on African-American subjects in children's literature. Results: Our analysis revealed the presence of all three depictions in children's literature. Our findings call attention to the need for careful decision-making on the part of elementary teachers , as their decisions around book selection will enact a curriculum that honors particular perspectives of U.S. history. The problematic elements identified in previous studies remain prevalent in modern books for elementary students. However, our findings also suggest teachers will be presented with a more complicated set of options when selecting among historical children's literature than previously documented by researchers.
TechTrends, 2019
This e-offprint is for personal use only and shall not be self-archived in electronic repositorie... more This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
Theory and Research in Social Education, 2020
The American media has historically favored conservative critiques when reporting about national ... more The American media has historically favored conservative critiques when reporting about national history exam results. Utilizing the frameworks of critical media studies and collective memory, this mixed methods study analyzes the media responses to the 2014 National Assessment of Educational Progress (NAEP) United States history exam. Findings indicate something we call the "Discourse of (Mis)Construction": a cross-partisan media misconstruction about the results and a construction of knowledge by the National Center for Education Statistics (NCES) by using misleading achievement level terms. Opportunities exist for social studies educators to become better stewards of the field's reputation and credibility by reworking how civic action can address these problems.
Social Studies and the Young Learner, 2020
Curriculum and Teaching Dialogue, 2019
Positionality statements provide important insights into the researcher's stance relative to a pe... more Positionality statements provide important insights into the researcher's stance relative to a perceived issue and can inform both researcher and reader as to potential biases. Despite this value, little structured guidance exists for education researchers interested in crafting high-quality positionality statements. This article examines data collected from a curricular intervention meant to help beginning educational researchers consider characteristics of positionality statements and craft their own statements relative to some problem that interests them.
Social Studies Journal, 2017
Despite widespread focus on literacy and math at the expense of other subjects, citizenship and e... more Despite widespread focus on literacy and math at the expense of other subjects, citizenship and environmental education have an important role in American public education. Citizenship and environmental education are broadly tasked with helping students develop the knowledge, skills, and attitudes needed to shepherd the body politic and natural world, respectively, into the future. For educators and administrators concerned with instructional efficiency, educational farm visits offer one means of pairing these two approaches into a unified learning experience. This paper presents findings from a qualitative case study analysis of two such programs, incorporating interviews with and observations of visiting students, teachers, and parents. The authors argue that sustainable citizenship-a typically European conception of citizenship that stresses the natural as well as the national world-is an important outcome of these types of educational experiences.
Routledge eBooks, Jan 16, 2023
Routledge eBooks, Jan 16, 2023
Routledge eBooks, Jan 16, 2023
Routledge eBooks, Jan 16, 2023
Routledge eBooks, Jan 16, 2023
Ansel Adams and Dorothea Lange's photojournalist activism during World War II was a direct re... more Ansel Adams and Dorothea Lange's photojournalist activism during World War II was a direct response to President Franklin Roosevelt's Executive Order 9066 (EO 9066), which led to the incarceration of 120,000 Japanese and Japanese Americans in 10 camps across seven mostly western states. The incarceration was an illegal, racist, haphazard, and illogical event. Approximately two-thirds of those imprisoned were U.S. citizens. Japanese and Japanese Americans living in many other parts of the country were not imprisoned; and only one percent of those living in Hawai'i were incarcerated, despite the islands' location in the actual Pacific theater of war. In 1983, the Commission on Wartime Relocation and Internment of Civilians estimated that incarcerees lost an estimated 2.5to2.5 to 2.5to6.2 billion in property and entitlements. President Ronald Reagan later described the incarceration as "a grave wrong" and "a mistake." Lange was in a very different photograph...
TechTrends, 2019
In this article we make recommendations based on our qualitative inquiry into one elementary teac... more In this article we make recommendations based on our qualitative inquiry into one elementary teacher's iterative processes of designing and implementing technology-enhanced instruction using virtual reality (VR). The use of VR has gained more attention from educational researchers and practitioners but evidence-based demonstrations of how teachers can use this emerging tool effectively in K-12 classroom settings is rare. Therefore, we provide reflections on our observations of and interviews with one teacher, providing a model for how teachers might integrate VR into their own curricula and use emerging technologies to enhance their teaching practices more generally. Some instructional design suggestions include needs assessment for students' prior exposure to VR, communication with parents, modification of existing lessons and selection of VR content to align with learning objectives, plan for alternative experiences as well as physical and technological setup.
British Journal of Educational Studies, 2018
Scotland and South Korea are experiencing novel challenges in educating for and about migrant pop... more Scotland and South Korea are experiencing novel challenges in educating for and about migrant populations. Through a critical discourse analysis of these nations' national curricula, we consider the guidance educators are offered in teaching about issues related to migration in increasingly diverse classrooms. Framed by theories of critical global citizenship, our analysis suggests that both curricula use ambiguous approaches to global citizenship education. These curricula acknowledge the presence of migrants without disturbing stable visions of Korean and Scottish national identities. Such approaches are reflective of the challenges of integrating migrants into the civic life of South Korea and Scotland.
Theory & Research in Social Education, 2015
Abstract Common sense thinking on international professional development suggests that the reward... more Abstract Common sense thinking on international professional development suggests that the rewards for teachers are automatic. One of the most frequently advertised gains teachers are expected to see from participation includes the likelihood that they will have a transformative experience, whereby aspects of their personal or professional attributes are fundamentally modified in some productive way. This qualitative inquiry is an examination of the stories four teachers told after participating in one international professional development program. Employing interviews and observations while drawing on postcolonial theory, it investigates if and to what degree travel to and study in China constituted a transformative experience. Specifically, this study is concerned with the influence of 1 study tour on the perceptual understandings of 4 in-service social studies teachers, and if their travel alters the way they interpret often underrepresented and misrepresented content of their curricula.
Theory & Research in Social Education, 2015
Abstract Common sense thinking on international professional development suggests that the reward... more Abstract Common sense thinking on international professional development suggests that the rewards for teachers are automatic. One of the most frequently advertised gains teachers are expected to see from participation includes the likelihood that they will have a transformative experience, whereby aspects of their personal or professional attributes are fundamentally modified in some productive way. This qualitative inquiry is an examination of the stories four teachers told after participating in one international professional development program. Employing interviews and observations while drawing on postcolonial theory, it investigates if and to what degree travel to and study in China constituted a transformative experience. Specifically, this study is concerned with the influence of 1 study tour on the perceptual understandings of 4 in-service social studies teachers, and if their travel alters the way they interpret often underrepresented and misrepresented content of their curricula.
Journal of Social Studies Education Research, 2018
This mixed-methods study examined how and under what conditions pre-service social studies teache... more This mixed-methods study examined how and under what conditions pre-service social studies teachers reported transformations to their controversial issues pedagogy. This study was situated in a graduate level, pre-service social studies seminar and lasted for three years. It examined pre-service social studies teachers' responses to classes that utilized videotaped instruction of an experienced practitioner teaching lessons about controversial free speech. The theoretical framework drew upon enlightened political engagement, and data was derived from the written reflections of 63 pre-service social studies teachers. Findings emphasize that the pre-service social studies teachers were most likely to report pedagogical transformations when reflecting with a peer and when they were free to choose their analytical focus. Also, they were most likely to contextualize these pedagogical transformations within the observed teacher's classroom, a phenomenon we called 'transposing&...
Teachers College Record: The Voice of Scholarship in Education, 2019
Context Elementary teachers will make difficult pedagogical choices when selecting materials to s... more Context Elementary teachers will make difficult pedagogical choices when selecting materials to support their students’ learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the ill...
Theory & Research in Social Education, 2019
ABSTRACT The American media has historically favored conservative critiques when reporting about ... more ABSTRACT The American media has historically favored conservative critiques when reporting about national history exam results. Utilizing the frameworks of critical media studies and collective memory, this mixed methods study analyzes the media responses to the 2014 National Assessment of Educational Progress (NAEP) United States history exam. Findings indicate something we call the “Discourse of (Mis)Construction”: a cross-partisan media misconstruction about the results and a construction of knowledge by the National Center for Education Statistics (NCES) by using misleading achievement level terms. Opportunities exist for social studies educators to become better stewards of the field’s reputation and credibility by reworking how civic action can address these problems.