Electronic Theses and Dissertations Archive

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Jeffrey Byford

Committee Member

Laura Casey

Committee Member

Logan Caldwell

Abstract

This study examines how controversial issues are defined, framed, and taught in elementary and middle-level social studies over a twenty-five-year period (2000–2025). Using historical content analysis, the study analyzes more than 700 articles published in Social Studies and the Young Learner and Middle Level Learning, two practitioner-oriented journals of the National Council for the Social Studies. Articles were systematically coded using a structured, iterative framework aligned to three research questions focused on definition, implementation, and pedagogy. Findings indicate that controversial issues are more often implied through language and framing than formally defined. Authors consistently frame such issues using terms that emphasize multiple perspectives, interpretation, and civic decision-making, even when explicit definitions are absent. Controversial issues are also presented as overlapping social, political, and economic concerns, with dominant topics including race, immigration, government, and human rights. Pedagogically, controversial issues are taught using a set of strategies, with inquiry and discussion forming a consistent instructional core. These strategies are often paired with project-based learning, simulations, civic action, and teacher-guided support, and in recent years there has been increasing attention to culturally responsive, justice-oriented, and inclusive approaches. Overall, the study demonstrates that controversial issues remain central to the civic mission of social studies, but their definition, framing, and pedagogy are historically contingent and shaped by evolving educational and societal pressure.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.

Notes

Open Access

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