Overlapping and entangled crises that comprise and propel society require near constant (re)orientation in order to understand, explain, and address the workings of a multiplicitous world. For those invested in education, this means confronting complexity through the prism of teaching and learning. Educational scholars across fields and disciplines have sought to name, describe, and make sense of this complexity. Many do so in ways that recognize the difference between recent events and cycles of change that have come before. In other words, they engage in inquiry with a recognition that a convergence of factors produces this moment as different, and thus requires difference in approach to understanding. Building on recent scholarship in posthumanism and social studies education, this dissertation draws upon foundational texts in posthumanism, poststructuralism, and new materialism to re-orient understanding of how social studies teachers learn in the posthuman convergence. In particular, this inquiry explores what happens when social studies teachers are confronted by potentially destabilizing content during professional learning experiences located in a university setting. Considering how learning unfolds in and through complexity, this study examines how the intersecting, overlapping, and nested contexts of the inquiry, within the broader context of the posthuman convergence, intervene in professional learning experiences and shape the ways in which collective and individual learning (un)/(re)fold. Employing transqualitative methods, this dissertation explores the material-discursive entanglements that constitute social studies teacher professional learning. Transqualitative research is a hybrid of traditional qualitative research design and critical qualitative methods that seeks to disrupt the traditional qualitative focus on the human experience and embrace a posthuman perspective in research design and methodology. Data includes ethnographic participant observation field notes, photographs, artifacts, individual and group interviews, spatial maps, and analytic memos. Resisting settled findings, this project (re)orients understanding through disclosing provocations meant to support thinking differently about how social studies teachers learn in highly complex contexts. As such, this dissertation strives to help map the complicated terrain that teachers are currently navigating, while informing those invested in supporting teacher learning in the current challenging environment.

The purpose of the present investigation is to make a study of the growth and trends of the social studies curriculum in the schools of Texas from pioneer days up to the present time, 1948.

The objective of this study is to evaluate the effectiveness of two methods of teaching the social studies to junior high school pupils. An attempt has been made to ascertain the relative progress in the studying efficiency of a group of children in social studies taught by the basic-study-skills plan, as compared to that of a group of children taught by the assign-study-recite-test plan so commonly employed.

The problem undertaken in this survey was to determine the value of motion pictures in the social-studies program of the elementary school, with special emphasis upon the learning and retention of facts and general information related to the social studies at the sixth-grade level.

The problem of this study is to determine, if possible, whether any significant difference in achievement existed when the eighth-grade social studies were taught by two methods; namely, the textual method and the textual method supplemented by audio-visual aids.

The major purpose of this study was to compare the progress made by a group of children taught by the experience method of teaching with a group taught by the old textbook method, to determine whether the experimental group would show as much gain in academic knowledge as the control group, and in turn gain the other desired traits of the present-day personal and social needs.

The purpose of this study was twofold: (1) to read and analyze professional literature to determine criteria for an adequate social-studies program in an elementary grade, and (2) to evaluate a selected number of courses of study of large-city school systems and state departments of education to determine the extent to which they meet criteria.

The purpose of this study is to examine courses of study for social studies in the fourth grade, and after analyzing the objectives, methods, and the materials of each, to decide whether they meet the criteria prescribed in educational literature.

The problem is to determine how a philosophy of democracy can be translated into democratic action in teaching social studies in the senior high school.

The general purpose of this problem is to set forth needed information necessary to the progress of the social studies program in the junior high school.