The examples within this book provide several examples of how self-study can help advance the work of social studies educators whether through intimate personal journeys into your own family history (Farr Darling) or through a group exploring many individual avenues while supporting and pushing one another along the way (Hawley, Crowe, Knapp, Hostetler, Ashkettle, and Levicky). I offer in this concluding chapter my interpretations of what is present and what I take away from this group of teacher scholars. To do this, I open with an overview of two select themes that emerged across the examples of studies presented in this book. This is followed by a brief summary of some of the ways I see these chapters relating to one another. I then share my thoughts on the two questions I posed in the introduction based on what I see in these chapters: What can self-study do to advance social studies education?
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Notes
- 1.
Common words, number words, and numbers were removed. These included a, the, an, also, may, although, however, like, these, those, the written numbers one through twelve, and the written out ordinals first through fifth. I also removed names of participants or the authors.
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Crowe, A.R. (2010). Looking Across and Moving Forward: Shared Connections and Future Questions. In: Crowe, A. (eds) Advancing Social Studies Education through Self-Study Methodology. Self Study of Teaching and Teacher Education Practices, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3943-9_12
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