Most Recent Additions
The Roles of Productivity, Emotions, and Identities in Classroom Discourse. A Response to "Productive Discussion across Political Differences: Understanding Students’ Experiences with Comfort and Discomfort within Structured Discussions of Public Policy Issues"
Anne-Lise Halvorsen and Thomas (Tomás) Aviles
Developing Reliable Epistemic Processes for Civic Life: A Response to “‘Beyond “Yelling at Them’: Exploring the Impact of a Political Simulation in Polarized Times”
Elizabeth C. Reynolds and Sarah McGrew
Productive Discussion across Political Differences: Understanding Students’ Experiences with Comfort and Discomfort within Structured Discussions of Public Policy Issues
Gregory E. McAvoy, Paula McAvoy, Rachel Waltz, and Emily Grace
Teaching Dobbs Where Divisive Concepts and Abortion Are Restricted: Teacher Learning, Controversial Issues, and Mixed-Reality Technology
Rebecca C. Geller
Fostering Open-Minded Political Engagement through Online Interscholastic Discussions: Toward Reducing Affective Political Polarization
Brett L. M. Levy and Alina Lewis
Beyond “Yelling at Them”: Exploring the Impact of a Political Simulation in Polarized Times
Jeremy Stoddard, Jais Brohinsky, Jason A. Chen, Derek Behnke, M. Shane Tutwiler, and Janice Robbins
Searching for the Path to a More Perfect Union. A Book Review of Educating for Democracy
Tiffany Berman, Aaron McCullough, Rabih Murr, and David Adams
Critical Reflections on SALAMANDER. A Response to “Land Education and Young People Working Toward SALAMANDER”
Jay Odenbaugh and Stacy Meyer
Un/learning to Disagree. A Response to "Pragmatist Thinking for a Populist Moment: Contingency and Racial Re-valuing in Education Governance"
Edda Sant and Marta da Costa
Democracy Can Be Dangerous Work: The Story of Youthbuilders Civic Education Program 1938-1948
Jessica Shiller
Enhancing Democracy through P-20 School-University Partnerships in Teacher Education: Implications for Educational Leaders
Rebecca West Burns
“Heated, Polarized, and Annoying”: The Characteristics and Consequences of Affective Polarization in Independent High Schools
Nora Gross, Ellen Bryer, Charlotte E. Jacobs, and Jarvis Goosby
Agreement and Disagreement in Teachers’ Talk: Facilitative Design of Deliberation in Norwegian Initial Education
Andreas Reichelt Lind
Democratic Practices as Part of Mathematical Modeling in Schools
Lisa Steffensen, Inger Elin Lilland, and Shengtian Zhou
A Situated Lens to Designing Assessments of Citizenship Competency
Paula J. Waatainen and Man-Wai Chu
*Updated as of 05/22/25.