Jason L Endacott

Jason L Endacott
University of Arkansas at Fayetteville | U of A · Department of Curriculum and Instruction

PhD - University of Kansas
Exploring the intersection of historical empathy, inquirer positionality, and pragmatic theories of knowledge.

About

30
Publications
29,066
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844
Citations
Additional affiliations
August 2011 - present
University of Arkansas at Fayetteville
Position
  • Professor (Associate)

Publications

Publications (30)
Chapter
Full-text available
This chapter explores how Critical Peace Theory (CPT) may used in social studies classrooms to facilitate critical discussion of America's wealth inequality.
Article
Full-text available
This study considers how configurations of leadership practices impact perceptions of implementation during large-scale reform: implementation in the United States of Common Core State Standards. Comments of 951 respondents to a national teacher survey were examined. Analysis revealed the hybrid nature of leadership enactment with a range of leader...
Chapter
In democratic societies, the onus of ruling is upon the citizens. Through deliberation and direct action, citizens create the discourses that morph into policy (Engle & Ochoa, 1998). One essential ingredient for effective dialogue is information, though valid and reliable information has long been a threat to democratic action. The rapid evolution...
Chapter
This chapter chronicles evolving conceptualizations of, rationales for, and critiques of historical empathy put forward over the past three decades. The authors provide an overview of research on the types of instructional exercises that promote historical empathy in the history classroom. The chapter also addresses issues surrounding measurement o...
Chapter
This chapter describes how Socratic circles, a dialogic tool that is shown to increase learning talk, can engage English learners (ELs) in historical discussion following inquiry methods of learning in the social studies. Drawing on the related literature, we provide educators with a background about cultural competency and positionalities, histori...
Article
Full-text available
The Common Core State Standards (CCSS) represent an unprecedented change in American education. As an increasingly integral part of the school accountability movement under No Child Left Behind and Race to the Top, responsibility for implementing CCSS rests largely with school leadership. One important factor in the success or failure of these effo...
Article
Full-text available
Teacher-education programs are under increasing pressure to demonstrate the effectiveness of their graduates at a time in which many states have adopted a new generation of formal teacher-evaluation systems. Despite the current emphasis on the evaluation of teacher proficiency, the opportunity to reflect upon practice remains a vital aspect of teac...
Article
Sixteen states require their Departments of Education to assign a single performance indicator such as a “letter grade” to schools within those states. We take a look at the relationship between school grades and poverty in one of these states. Our analysis indicates that there is a moderate negative correlation between poverty and school performan...
Article
Full-text available
Common Core State Standards are embroiled in controversy and politics. The need to continue to study the many facets of educational changes remains critical, especially from the perspective of the teachers experiencing such changes firsthand. Existing surveys of teacher perceptions regarding the Common Core State Standards have focused primarily on...
Article
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Students' written argumentation, including historical argumentation, is an important aspect of standardized assessments under the Common Core State Standards (CCSS). This mixed methods study explores the differences in students' written argumentation when inquiry methods of instruction are employed and a rubric designed for CCSS standardized assess...
Article
Research has demonstrated the benefits of using historical empathy in history classrooms to encourage historical inquiry and understanding. This article chronicles the experiences of one middle school teacher as she integrates an updated theoretical and practical model of historical empathy into an existing instructional unit on Ancient Athens to h...
Article
Full-text available
Research has demonstrated the benefits of using historical empathy in history classrooms to encourage historical inquiry and understanding. This article chronicles the experiences of one middle school teacher as she integrates an updated theoretical and practical model of historical empathy into an existing instructional unit on Ancient Athens to h...
Article
The process of engaging in historical empathy holds the potential for significant curricular and dispositional benefits for students in history classrooms. In order to realize these benefits, classroom teachers must be able to integrate historical empathy into their existing planning and teaching; a process that would benefit from empirical examina...
Conference Paper
The adoption and implementation of the Common Core State Standards (CCSS) in 45 states arguably represents the most significant educational change in American history. Successful long-term educational change requires the support and commitment of many stakeholders, especially teachers implementing any given change. This case study of a single state...
Article
Full-text available
Historical empathy scholarship has evolved to the point where further progress necessitates empirical examinations from a variety of perspectives. Prior studies on historical empathy have largely focused on teachers’ pedagogical approach and student outcomes. This qualitative study focuses on students as they engage in the process of historical emp...
Article
Full-text available
This quantitative, action research study sought to explore the effects of introducing the ReQuest reading comprehension technique to students who are accustomed to using a world history textbook and the initiate-respond-evaluate questioning pattern to acquire basic historical information. Data collected from a series of paired sample quiz scores in...
Article
Full-text available
Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined, operationalized, and put into classroom practice lacks consistency and often is based on dated conceptualizations of the construct. Scholars have employed a variety of theoretical and pr...
Article
Full-text available
Applying a consistent historical theme throughout a social studies course is an effective long-term planning strategy that can promote student engagement, retention of information, and contextualized knowledge of history's continuity and change. This article demonstrates how one such theme, power and liberty, might be incorporated into a secondary...
Article
Full-text available
The question of how students might concurrently engage in historical empathy as both a cognitive and affective construct remains as a sticking point in the understanding of historical thinking. This study employed three instructional units to place students in situations in which they were likely to engage in historical empathy using both the cogni...
Article
Full-text available
Social studies interactive notebooks are a unique but simple tool for organizing everyday activities in a creative, colorful, and meaningful way. Interactive notebooks help to meet the needs of middle school students by providing opportunities for teacher directed input and student-centered output that covers curricular content while taking advanta...

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