Meghan McGlinn Manfra

Learning trajectories in digital history education with the Library of Congress

Social Education, 88(2), 104–107.

Computational thinking belongs in social studies classrooms.

Trends & Issues in Social Studies, 29(1), 46–60.

Action research for classrooms, schools, and communities

Thousand Oaks, California: SAGE Publications, Inc.

Assessing computational thinking in the social studies

Manfra, M. M. G., Hammond, T. C., & Coven, R. M. (2021, December 16). THEORY AND RESEARCH IN SOCIAL EDUCATION, Vol. 12.

Integrating media literacy in social studies teacher education

Contemporary Issues in Technology and Teacher Education, 20(1). https://citejournal.org/volume-20/issue-1-20/social-studies/integrating-media-literacy-in-social-studies-teacher-education

Integrating the C3 Framework in the social studies: an action research study

Social Studies Research and Practice, 16(1), 28–42.

Action Research and Systematic, Intentional Change in Teaching Practice

CHANGING TEACHING PRACTICE IN P-20 EDUCATIONAL SETTINGS, Vol. 43, pp. 163–196.

Action research for classrooms, schools, and communities

Thousand Oaks, CA: Sage.

Participatory Literacy and Taking Informed Action in the Social Studies

In Participatory Literacy Practices for P-12 Classrooms in the Digital Age (pp. 40–56).

What’s new about fake news? Integrating digital history for media literacy

Social Education, 83(2), 113–117.

Media literacy and fake news in the social studies

Social Education, 82(2), 91–95.

"The Connecting Carolina” teaching with primary sources program

Social Education, 81(2), 109–111.

Practitioner research in the social studies: Findings from action research and self-study

In M. M. Manfra & C. M. Bolick (Eds.), The Wiley Handbook of Social Studies Research (pp. 132–167). Boston, MA: Wiley.

The Wiley Handbook of Social Studies Research

Malden, MA: Wiley.

Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices

Education Policy Analysis Archives, 24, 15.

Technology and disciplined inquiry in the world history classroom

Social Education, 80(2), 123–128.

Which woman should appear on U.S. currency? Using primary sources to explore important historical figures

Social Studies and the Young Learner, 29(1), 27–32.

No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course

In Rethinking Social Studies Teacher Education in the Twenty-First Century (pp. 61–79).

Student Documentaries Based on the C3 Framework

Social Education, 79(2), 111–114.

History through a child’s eye: Preservice teachers making sense of children’s understandings

Social Studies Research and Practice, 9(3), 1–20.

Action Research for Educational Communications and Technology

In Handbook of Research on Educational Communications and Technology (pp. 161–172).

Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program

Contemporary Issues in Technology and Teacher Education Journal, 13(4).

Grand challenges: Nanotechnology and the social studies

Social Education, 77(2), 95–98.

Things said and done: Using digital tools to enhance historical memory

In T. Lintner (Ed.), Integrative strategies for the K-12 social studies classroom (pp. 191–208). Charlotte, NC: Information Age Press.

Touch, type, and transform: iPads in the social studies classroom

Social Education, 76(2), 88–91.

“You have to know the past to (blog) the present:” Using an Educational Blog to Engage Students in U.S. History

Computers in the Schools, 29(1-2), 118–134.

A digital view of history: Drawing and discussing models of historical concepts

Social Education, 75(2), 102–106.

Leveraging the affordances of educational blogs to teach low-achieving students United States history

Social Studies Research and Practice, 6(2), 95–105.

TPACK Vernaculars in Social Studies Research

In Educational Technology, Teacher Knowledge, and Classroom Impact (pp. 158–175).

Blogging to learn: Educational blogs and U.S. history

Social Education, 74(2), 111–113, 116.

From personal pastime to curricular resource: The case of digital documentaries in the social studies

In R. Diem & M. Berson (Eds.), Technology in Retrospect: Social Studies’ Place in the Information Age 1984-2009 (pp. 93–107). Information Age Publishing.

Action research: Exploring the theoretical divide between practical and critical approaches

Journal of Curriculum & Instruction, 3(1), 32–46.

Authentic intellectual work on school desegregation: The digital history of Massive Resistance in Norfolk, Virginia

Social Education, 73(3), 131–135.

Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research

Theory & Research in Social Education, 37(2), 156–191.

Digital history with student-created multimedia: Understanding student perceptions

Social Studies Research & Practice, 4(3), 139–150.

Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction

Contemporary Issues in Technology and Teacher Education, 9(2), 160–185.

Digital history and citizenship education

In P. J. VanFossen & M. J. Berson (Eds.), The electronic republic? The impact of technology on education for citizenship (pp. 196–213). West Lafayette, IN: Purdue University Press.

Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust

The Social Studies, 99(6), 260–264.

Reinventing master’s degree study for experienced social studies teachers

Social Studies Research & Practice, 3(2), 29–41.

Teachers' instructional choices with student-created digital documentaries: Case studies

Journal of Research on Technology in Education, 41(2), 37–59.

Teachers’ Instructional Choices with Student-Created Digital Documentaries

Journal of Research on Technology in Education, 41(2), 223–245.

"It's about the Kids": Transforming Teacher-Student Relationships through Action Research

The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80(5), 217–222.

The course of the republic: American responses to technology in the nineteenth century

Social Education, 71(3), 146–152.

Using the "Documenting the American South" Digital Library in the social studies: A case study of the experiences of teachers in the field

Contemporary Issues in Technology and Teacher Education, 7(1), 529–553.

Twenty years of technology: A retrospective view of Social Education’s technology themed issues

Social Education, 69(3), 155–161.

Harriet Jacobs: Using on-line slave narratives in the classroom

Social Education, 68(4), 198–202.

Opening their eyes: Picture books in high school social studies classes

The Dragon Lode, 22(2), 22–29.