@book{manfra_2021, place={Thousand Oaks, California}, title={Action research for classrooms, schools, and communities}, publisher={SAGE Publications, Inc}, author={Manfra, Meghan McGlinn}, year={2021} }
 @article{manfra_hammond_coven_2021, title={Assessing computational thinking in the social studies}, volume={12}, ISSN={["2163-1654"]}, url={https://doi.org/10.1080/00933104.2021.2003276}, DOI={10.1080/00933104.2021.2003276}, abstractNote={ABSTRACT Although computational thinking has most often been associated with the science, technology, engineering, and math education fields, our research takes a first step toward documenting student outcomes associated with integrating and assessing computational thinking in the social studies. In this study, we pursued an embedded research design, merging teacher action research with qualitative case study, into collaborative inquiry. Through analysis of classroom-based data, including samples of student work, we were able to develop an understanding of the manner with which student understanding of computational thinking emerged in this classroom. Findings suggest that, through the integration of carefully designed learner-centered tasks, students came to view computational thinking as computer mediated data analysis or an approach to analyzing data and solving problems. The iterative nature of the instructional design—three consecutive units built around the same heuristic of data-patterns-rules—as well as the variety of learning-centered tasks given to students, appeared to have enabled the teacher and students to have a common set of procedures for problem solving and a common language to articulate the goals and outcomes of data analysis and interpretation. Our study demonstrated that framing a lesson through the lens of computational thinking provides teachers with strategies for engaging students in a structured, yet authentic approach to grappling with complex problems relevant to the subject.}, journal={THEORY AND RESEARCH IN SOCIAL EDUCATION}, author={Manfra, Meghan McGlinn and Hammond, Thomas C. and Coven, Robert M.}, year={2021}, month={Dec} }
 @article{manfra_greiner_2021, title={Integrating the C3 Framework in the social studies: an action research study}, volume={16}, url={https://doi.org/10.1108/SSRP-06-2020-0022}, DOI={10.1108/SSRP-06-2020-0022}, abstractNote={PurposeThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.}, number={1}, journal={Social Studies Research and Practice}, publisher={Emerald}, author={Manfra, Meghan McGlinn and Greiner, Jeffrey A.}, year={2021}, month={May}, pages={28–42} }
 @article{manfra_holmes_2020, title={Integrating media literacy in social studies teacher education}, volume={20}, url={https://citejournal.org/volume-20/issue-1-20/social-studies/integrating-media-literacy-in-social-studies-teacher-education}, number={1}, journal={Contemporary Issues in Technology and Teacher Education}, author={Manfra, M. and Holmes, C.}, year={2020} }
 @inbook{holmes_manfra_2020, title={Participatory Literacy and Taking Informed Action in the Social Studies}, ISBN={9781799800002 9781799800026}, ISSN={2329-5929 2329-5937}, url={http://dx.doi.org/10.4018/978-1-7998-0000-2.ch003}, DOI={10.4018/978-1-7998-0000-2.ch003}, abstractNote={The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.}, booktitle={Participatory Literacy Practices for P-12 Classrooms in the Digital Age}, publisher={IGI Global}, author={Holmes, Casey and Manfra, Meghan McGlinn}, year={2020}, pages={40–56} }
 @article{manfra_2019, title={Action Research and Systematic, Intentional Change in Teaching Practice}, volume={43}, ISSN={["0091-732X"]}, DOI={10.3102/0091732X18821132}, abstractNote={Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.}, journal={CHANGING TEACHING PRACTICE IN P-20 EDUCATIONAL SETTINGS}, author={Manfra, Meghan McGlinn}, year={2019}, pages={163–196} }
 @book{manfra_2019, place={Thousand Oaks, CA}, title={Action research for classrooms, schools, and communities}, publisher={Sage}, author={Manfra, M.M.}, year={2019} }
 @article{manfra_2019, title={What’s new about fake news? Integrating digital history for media literacy}, volume={83}, number={2}, journal={Social Education}, author={Manfra, M.M.}, year={2019}, pages={113–117} }
 @article{manfra_holmes_2018, title={Media literacy and fake news in the social studies}, volume={82}, number={2}, journal={Social Education}, author={Manfra, M.M. and Holmes, C.}, year={2018}, pages={91–95} }
 @article{manfra_2017, title={"The Connecting Carolina” teaching with primary sources program}, volume={81}, number={2}, journal={Social Education}, author={Manfra, M.M.}, year={2017}, pages={109–111} }
 @inbook{manfra_2017, place={Boston, MA}, title={Practitioner research in the social studies: Findings from action research and self-study}, ISBN={9781118787076}, booktitle={The Wiley Handbook of Social Studies Research}, publisher={Wiley}, author={Manfra, M.M.}, editor={Manfra, M.M. and Bolick, C.M.Editors}, year={2017}, pages={132–167} }
 @book{manfra_bolick_2017, place={Malden, MA}, title={The Wiley Handbook of Social Studies Research}, ISBN={9781118787076}, publisher={Wiley}, year={2017} }
 @inbook{marshall_manfra_simmons_2016, title={No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course}, ISBN={9783319229386 9783319229393}, url={http://dx.doi.org/10.1007/978-3-319-22939-3_4}, DOI={10.1007/978-3-319-22939-3_4}, booktitle={Rethinking Social Studies Teacher Education in the Twenty-First Century}, publisher={Springer International Publishing}, author={Marshall, Patricia L. and Manfra, Meghan McGlinn and Simmons, Crystal G.}, year={2016}, pages={61–79} }
 @article{brewer_kretchmar_sondel_ishmael_manfra_2016, title={Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices}, volume={24}, ISSN={1068-2341}, url={http://dx.doi.org/10.14507/epaa.24.1923}, DOI={10.14507/epaa.24.1923}, abstractNote={Teach For America (TFA) began in 1990 as an organization purportedly interested in working towards ameliorating a national teacher shortage by sending its corps members into urban and rural schools. In the decades that followed, especially during and immediately following a nationwide onslaught of teacher layoffs instigated by the 2008 Great Recession, teaching shortages no longer exist in many of the districts TFA continues to place corps members. In response to growing criticism, TFA has altered its public rhetoric, suggesting now that their “corps members” are better than traditionally trained teachers – including veteran teachers – and are hired only through equal hiring processes rather than being afforded preferential treatment. We analyze Memorandum of Understandings (MOUs) between TFA and regional school districts, TFA’s official literature, and public discourse to address the degree to which TFA is privileged in hiring practices. We provide evidence that school districts are contractually obligated to reserve and protect positions exclusively for corps members, jobs held by corps members are not a result of equal and open competition, corps member positions are specifically not limited to “so-called shortage areas,” and TFA’s partnership with charter schools and alumni of the organization have skewed hiring practices in favor of TFA over non-TFA teachers. }, journal={education policy analysis archives}, publisher={Education Policy Analysis Archives}, author={Brewer, T. Jameson and Kretchmar, Kerry and Sondel, Beth and Ishmael, Sarah and Manfra, Megan}, year={2016}, month={Feb}, pages={15} }
 @article{manfra_greiner_2016, title={Technology and disciplined inquiry in the world history classroom}, volume={80}, number={2}, journal={Social Education}, author={Manfra, M.M. and Greiner, J.A.}, year={2016}, pages={123–128} }
 @article{manfra_saylor_2016, title={Which woman should appear on U.S. currency? Using primary sources to explore important historical figures}, volume={29}, number={1}, journal={Social Studies and the Young Learner}, author={Manfra, M.M. and Saylor, E.E.}, year={2016}, pages={27–32} }
 @article{manfra_brown_2015, title={Student Documentaries Based on the C3 Framework}, volume={79}, number={2}, journal={Social Education}, author={Manfra, M.M. and Brown, S.}, year={2015}, pages={111–114} }
 @article{bolick_franklin_manfra_2014, title={History through a child’s eye: Preservice teachers making sense of children’s understandings}, volume={9}, number={3}, journal={Social Studies Research and Practice}, author={Bolick, C.B. and Franklin, C. and Manfra, M.M.}, year={2014}, pages={1–20} }
 @inbook{manfra_bullock_2013, title={Action Research for Educational Communications and Technology}, ISBN={9781461431848 9781461431855}, url={http://dx.doi.org/10.1007/978-1-4614-3185-5_14}, DOI={10.1007/978-1-4614-3185-5_14}, booktitle={Handbook of Research on Educational Communications and Technology}, publisher={Springer New York}, author={Manfra, Meghan McGlinn and Bullock, Daniel Kelvin}, year={2013}, month={May}, pages={161–172} }
 @article{manfra_spires_2013, title={Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program}, volume={13}, number={4}, journal={Contemporary Issues in Technology and Teacher Education Journal}, author={Manfra, M.M. and Spires, H.}, year={2013}, month={Dec} }
 @article{manfra_2013, title={Grand challenges: Nanotechnology and the social studies}, volume={77}, number={2}, journal={Social Education}, author={Manfra, M.M.}, year={2013}, month={Mar}, pages={95–98} }
 @inbook{lee_manfra_list_2013, place={Charlotte, NC}, title={Things said and done: Using digital tools to enhance historical memory}, booktitle={Integrative strategies for the K-12 social studies classroom}, publisher={Information Age Press}, author={Lee, J.K. and Manfra, M.M. and List, J.S.}, editor={Lintner, T.Editor}, year={2013}, pages={191–208} }
 @inbook{lee_manfra_2012, title={TPACK Vernaculars in Social Studies Research}, ISBN={9781609607500 9781609607517}, url={http://dx.doi.org/10.4018/978-1-60960-750-0.ch007}, DOI={10.4018/978-1-60960-750-0.ch007}, abstractNote={To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to represent local conditions and tendencies, which arise from using technology in social studies. The chapter includes three examples of TPACK vernaculars in social studies. The first explores a theoretical TPACK vernacular where Web 2.0 technologies support social studies and democratic life. The second example is focused on a three-part heuristic for seeking information about digital historical resources from the Library of Congress. Example three presents personalized vernacular TPACK developed by teachers planning to use an online gaming website called Whyville. Research and theorizing on vernacular forms of TPACK in social studies can aid teachers as they reflect on their own experiences teaching with technology.}, booktitle={Educational Technology, Teacher Knowledge, and Classroom Impact}, publisher={IGI Global}, author={Lee, John K. and Manfra, Meghan M.}, year={2012}, pages={158–175} }
 @article{berson_berson_manfra_2012, title={Touch, type, and transform: iPads in the social studies classroom}, volume={76}, number={2}, journal={Social Education}, author={Berson, I. and Berson, M. and Manfra, M.M.}, year={2012}, month={Mar}, pages={88–91} }
 @article{manfra_lee_2012, title={“You have to know the past to (blog) the present:” Using an Educational Blog to Engage Students in U.S. History}, volume={29}, ISSN={0738-0569 1528-7033}, url={http://dx.doi.org/10.1080/07380569.2012.656543}, DOI={10.1080/07380569.2012.656543}, abstractNote={In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student comments posted to an educational blog, classroom observations, and follow-up interviews. Based on the analysis, the authors determined four major findings: (a) Students were able to engage in historical analysis while working in the blog environment when it was focused on a single source and included a hard scaffold; (b) when students situated the activities in relevant cultural experiences, they were able to better use their prior knowledge;(c) a variety of affordances related to blogging encouraged and supported students as they completed their work; and (d) the blogging activities were constrained by the limits of students’ literacy and historical skills, and the limits of technology.}, number={1-2}, journal={Computers in the Schools}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn and Lee, John K.}, year={2012}, month={Jan}, pages={118–134} }
 @article{manfra_coven_2011, title={A digital view of history: Drawing and discussing models of historical concepts}, volume={75}, number={2}, journal={Social Education}, author={Manfra, M.M. and Coven, R.M.}, year={2011}, month={Mar}, pages={102–106} }
 @article{manfra_lee_2011, title={Leveraging the affordances of educational blogs to teach low-achieving students United States history}, volume={6}, number={2}, journal={Social Studies Research and Practice}, author={Manfra, M. and Lee, J.K.}, year={2011}, pages={95–105} }
 @article{manfra_gray_lee_2010, title={Blogging to learn: Educational blogs and U.S. history}, volume={74}, number={2}, journal={Social Education}, author={Manfra, M.M. and Gray, G.E. and Lee, J.K.}, year={2010}, pages={111–113, 116} }
 @inbook{manfra_hammond_2010, title={From personal pastime to curricular resource: The case of digital documentaries in the social studies}, booktitle={Technology in Retrospect: Social Studies’ Place in the Information Age 1984-2009}, publisher={Information Age Publishing}, author={Manfra, M.M. and Hammond, T.}, editor={Diem, R. and Berson, M.Editors}, year={2010}, pages={93–107} }
 @article{manfra_2009, title={Action research: Exploring the theoretical divide between practical and critical approaches}, volume={3}, number={1}, journal={Journal of Curriculum & Instruction}, author={Manfra, M.M.}, year={2009}, pages={32–46} }
 @article{manfra_2009, title={Authentic intellectual work on school desegregation: The digital history of Massive Resistance in Norfolk, Virginia}, volume={73}, number={3}, journal={Social Education}, author={Manfra, M.M.}, year={2009}, pages={131–135} }
 @article{manfra_2009, title={Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research}, volume={37}, ISSN={0093-3104 2163-1654}, url={http://dx.doi.org/10.1080/00933104.2009.10473393}, DOI={10.1080/00933104.2009.10473393}, abstractNote={This study demonstrates the potential for teacher research to lead to critical inquiry and change in social studies classrooms. It presents four portraits of experienced social studies teachers engaged in critical teacher research. These teachers posed critical questions about the means and purposes of schooling, while engaging their students in more democratic conversations. In the process they referred to critical theory to analyze classroom data and to articulate new understandings. The teacher research cycle seems to have empowered both the teachers and their students. The teachers reported that they were transformed by their teacher research as they developed greater awareness of issues of race and ethnicity and worked as advocates for their marginalized students. As a result of their teacher research, they reportedly pursued more culturally relevant instruction in their classrooms.}, number={2}, journal={Theory & Research in Social Education}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn}, year={2009}, month={Apr}, pages={156–191} }
 @article{hammond_manfra_2009, title={Digital history with student-created multimedia: Understanding student perceptions}, volume={4}, number={3}, journal={Social Studies Research & Practice}, author={Hammond, T.C. and Manfra, M.M.}, year={2009}, pages={139–150} }
 @article{hammond_manfra_2009, title={Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction}, volume={9}, number={2}, journal={Contemporary Issues in Technology and Teacher Education}, author={Hammond, T.C. and Manfra, M.M.}, year={2009}, pages={160–185} }
 @inbook{manfra_2008, place={West Lafayette, IN}, title={Digital history and citizenship education}, booktitle={The electronic republic? The impact of technology on education for citizenship}, publisher={Purdue University Press}, author={Manfra, M.M.}, editor={VanFossen, P.J. and Berson, M.J.Editors}, year={2008}, pages={196–213} }
 @article{manfra_stoddard_2008, title={Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust}, volume={99}, ISSN={0037-7996 2152-405X}, url={http://dx.doi.org/10.3200/tsss.99.6.260-264}, DOI={10.3200/tsss.99.6.260-264}, abstractNote={The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportunities for students to develop new skills and understanding. In this article, the authors identify new digital media resources and strategies that engage students in authentic learning experiences about genocide and the Holocaust. They use F. W. Newmann and G. G. Wehlage's (1993) framework for "authentic instruction." Using this framework, the authors identify digital media that engage students in moral and ethical valuing, emphasize historical inquiry, and are relevant to the world outside of school.}, number={6}, journal={The Social Studies}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn and Stoddard, Jeremy D.}, year={2008}, month={Nov}, pages={260–264} }
 @article{manfra_bolick_2008, title={Reinventing master’s degree study for experienced social studies teachers}, volume={3}, number={2}, journal={Social Studies Research & Practice}, author={Manfra, M.M. and Bolick, C.M.}, year={2008}, pages={29–41} }
 @article{manfra_hammond_2008, title={Teachers' instructional choices with student-created digital documentaries: Case studies}, volume={41}, number={2}, journal={Journal of Research on Technology in Education}, author={Manfra, M.M. and Hammond, T.}, year={2008}, pages={37–59} }
 @article{manfra_hammond_2008, title={Teachers’ Instructional Choices with Student-Created Digital Documentaries}, volume={41}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2008.10782530}, DOI={10.1080/15391523.2008.10782530}, abstractNote={Abstract This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. Thornton’s (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge framed the study. The teachers worked within the constraints of a very detailed mandatory curriculum, taught very similar content, and used the same online digital documentary tool. Despite these similarities, they planned and executed their projects in divergent ways. We found that the teachers’ pedagogical aims, rather than the technology or content, dominated both their planned and enacted curriculum.}, number={2}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn and Hammond, Thomas C.}, year={2008}, month={Dec}, pages={223–245} }
 @article{rogers_bolick_anderson_gordon_manfra_yow_2007, title={"It's about the Kids": Transforming Teacher-Student Relationships through Action Research}, volume={80}, ISSN={0009-8655 1939-912X}, url={http://dx.doi.org/10.3200/tchs.80.5.217-222}, DOI={10.3200/tchs.80.5.217-222}, abstractNote={Action research is often included in teacher education programs to improve teacher reflection and practice; however, there is little indication of its impact on students. In this article, the authors examine action research conducted by 114 experienced teachers enrolled in a masters of education program. The teachers came from a range of disciplines and grade levels. Based on their investigation, the authors determined that action research provided a vehicle for teachers to (a) establish more personal relationships with students, (b) develop a better understanding of students as learners, and (c) give students a voice in the classroom. The authors illustrate these themes with three portraits of exemplar teachers.}, number={5}, journal={The Clearing House: A Journal of Educational Strategies, Issues and Ideas}, publisher={Informa UK Limited}, author={Rogers, Dwight and Bolick, Cheryl Mason and Anderson, Amy and Gordon, Evelyn and Manfra, Meghan McGlinn and Yow, Jan}, year={2007}, month={May}, pages={217–222} }
 @article{manfra_2007, title={The course of the republic: American responses to technology in the nineteenth century}, volume={71}, number={3}, journal={Social Education}, author={Manfra, M.M.}, year={2007}, pages={146–152} }
 @article{mcglinn_2007, title={Using the "Documenting the American South" Digital Library in the social studies: A case study of the experiences of teachers in the field}, volume={7}, number={1}, journal={Contemporary Issues in Technology and Teacher Education}, author={McGlinn, M.}, year={2007}, pages={529–553} }
 @article{bolick_mcglinn_siko_2005, title={Twenty years of technology: A retrospective view of Social Education’s technology themed issues}, volume={69}, number={3}, journal={Social Education}, author={Bolick, C.M. and McGlinn, M. and Siko, K.L.}, year={2005}, pages={155–161} }
 @article{bolick_mcglinn_2004, title={Harriet Jacobs: Using on-line slave narratives in the classroom}, volume={68}, number={4}, journal={Social Education}, author={Bolick, C.M. and McGlinn, M.}, year={2004}, pages={198–202} }
 @article{mcglinn_mcglinn_2004, title={Opening their eyes: Picture books in high school social studies classes}, volume={22}, number={2}, journal={The Dragon Lode}, author={McGlinn, J.M. and McGlinn, M.}, year={2004}, pages={22–29} }