Abstract
The decision to enter a career in teaching has many sources and influences that may, in retrospect, appear to be part of an inevitable flow that may not have seemed so inevitable at the time career decisions were being made. But looking back, I think the flow seems clean and clear. The invitation to write an intellectual self-portrait has been an opportunity for me to look upstream and better understand and appreciate the career flow I have been asked to describe and how it brought me to where I am today.
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Mine – Books
Davis Jr., O. L., Yeager, E. A., & Foster, S. (Eds.). (2001). Historical empathy and perspective talking in the social studies. Lanham, MD: Rowman and Littlefield, Inc., 194 pp.
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Mine – Book Chapters
Washington, E. Y. and R. W. Washington. (2011). “Civic Miseducation and Critical Civic Literacy.” In Citizenship Education and Critical Civic Literacy: A Reader, edited by Joseph DeVitis. New York: Peter Lang.
Yeager, E. A. and S. van Hover. (2004). “Preservice Teachers’ Understandings of Democracy: Towards a Conceptual Framework.” In Civic Learning in Teacher Education: International Perspectives on Education for Democracy in the Preparation of Teachers, edited by Gregory E. Hamot, John J. Patrick and Robert S. Leming (pp. 63–78). ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.
Mine – Refereed Articles
Foster, S. J. and E. A. Yeager. (1999). “‘You’ve Got to Put Together the Pieces’: English 12-Year-Olds Encounter and Learn From Historical Evidence.” Journal of Curriculum and Supervision, 14(4), 286–317, Summer 1999.
Lanahan, B. and E. A. Yeager. (2008). “Practicing Teachers as Elementary Social Studies Methods Instructors: Issues in Preparing Preservice Elementary Teachers.” Social Studies Research and Practice 3(2), Summer 2008. Available: http://www.socstrp.org/issues/showissue.cfm?VolID=3&IssueID=8
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van Hover, S. and E. A. Yeager. (2004). “Challenges Facing Beginning History Teachers: An Exploratory Study .” International Journal of Social Education, 19(1), 8–26, Spring/Summer 2004.
van Hover, S. and E. A. Yeager. (2007). “I want to use my subject matter to …”: The Role of Purpose in One Secondary U.S. History Teacher’s Instructional Decision Making.” Canadian Journal of Education, 30(3), 670–690.
Yeager, E. A. and O. L. Davis, Jr. (1996). “Classroom Teachers’ Thinking About Historical Texts: An Exploratory Study.” Theory and Research in Social Education, 24, 146–166, Spring 1996.
Yeager, E. A., Guest Editor. (2000). “Teaching Social Studies in Challenging Settings.” Special Issue of Social Education 64(6), October 2000; includes Guest Editor’s Foreword, “Thoughts on Wise Practice in the Teaching of Social Studies,” pp. 352–353.
Yeager, E. A., S. J. Foster, and J. Greer. (2002). “Middle Schools Students’ Ideas About Historical Significance.” Elementary School Journal, 103(2), 199–219, November 2002.
Yeager, E. A. and S. van Hover. (2006). “Virginia vs. Florida: Two Beginning History Teachers’ Perceptions of the Influence of High-Stakes Tests on Their Instructional Decision-Making.” Social Studies Research and Practice, 3(1), Winter 2006. Available: http://www.socstrp.org/index.cfm..
Washington, E. Y., M. A. Clark, and A. Dixon. (2009). “Everyone in School Should Be Involved”: Preservice Counselors’ Perceptions of Democracy and the Connections Between Character Education and Democratic Citizenship Education.” Journal of Research in Character Education, 6(2), 63–80.
Washington, E. W. and S. van Hover. (2011). “ Diné Bikéya: Teaching about Navajo Citizenship and Sovereignty.” The Social Studies, 102(2), 80–87.
Washington, E. W. and E. K. Humphries. (2011). “A Social Studies Teacher’s Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom.” Theory and Research in Social Education, (39)1, 92–114.
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Washington, E.Y. (2014). The Evolution of a Civic Educator. In: Woyshner, C. (eds) Leaders in Social Education. Leaders in Educational Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-665-3_19
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DOI: https://doi.org/10.1007/978-94-6209-665-3_19
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