Meghan Manfra Manfra, M. M. G. (2021). Action research for classrooms, schools, and communities. Thousand Oaks, California: SAGE Publications, Inc. Manfra, M. M. G., Hammond, T. C., & Coven, R. M. (2021, December 16). Assessing computational thinking in the social studies. THEORY AND RESEARCH IN SOCIAL EDUCATION, Vol. 12. https://doi.org/10.1080/00933104.2021.2003276 Manfra, M. M. G., & Greiner, J. A. (2021). Integrating the C3 Framework in the social studies: an action research study. Social Studies Research and Practice, 16(1), 28–42. https://doi.org/10.1108/SSRP-06-2020-0022 Manfra, M., & Holmes, C. (2020). Integrating media literacy in social studies teacher education. Contemporary Issues in Technology and Teacher Education, 20(1). Retrieved from https://citejournal.org/volume-20/issue-1-20/social-studies/integrating-media-literacy-in-social-studies-teacher-education Holmes, C., & Manfra, M. M. G. (2020). 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). https://doi.org/10.4018/978-1-7998-0000-2.ch003 Manfra, M. M. G. (2019). Action Research and Systematic, Intentional Change in Teaching Practice. CHANGING TEACHING PRACTICE IN P-20 EDUCATIONAL SETTINGS, Vol. 43, pp. 163–196. https://doi.org/10.3102/0091732X18821132 Manfra, M. M. (2019). Action research for classrooms, schools, and communities. Thousand Oaks, CA: Sage. Manfra, M. M. (2019). What’s new about fake news? Integrating digital history for media literacy. Social Education, 83(2), 113–117. Manfra, M. M., & Holmes, C. (2018). Media literacy and fake news in the social studies. Social Education, 82(2), 91–95. Manfra, M. M. (2017). "The Connecting Carolina” teaching with primary sources program. Social Education, 81(2), 109–111. Manfra, M. M. (2017). 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. Manfra, M. M., & Bolick, C. M. (Eds.). (2017). The Wiley Handbook of Social Studies Research. Malden, MA: Wiley. Marshall, P. L., Manfra, M. M. G., & Simmons, C. G. (2016). 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). https://doi.org/10.1007/978-3-319-22939-3_4 Brewer, T. J., Kretchmar, K., Sondel, B., Ishmael, S., & Manfra, M. (2016). Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices. Education Policy Analysis Archives, 24, 15. https://doi.org/10.14507/epaa.24.1923 Manfra, M. M., & Greiner, J. A. (2016). Technology and disciplined inquiry in the world history classroom. Social Education, 80(2), 123–128. Manfra, M. M., & Saylor, E. E. (2016). 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. Manfra, M. M., & Brown, S. (2015). Student Documentaries Based on the C3 Framework. Social Education, 79(2), 111–114. Bolick, C. B., Franklin, C., & Manfra, M. M. (2014). History through a child’s eye: Preservice teachers making sense of children’s understandings. Social Studies Research and Practice, 9(3), 1–20. Manfra, M. M. G., & Bullock, D. K. (2013). Action Research for Educational Communications and Technology. In Handbook of Research on Educational Communications and Technology (pp. 161–172). https://doi.org/10.1007/978-1-4614-3185-5_14 Manfra, M. M., & Spires, H. (2013). 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). Manfra, M. M. (2013). Grand challenges: Nanotechnology and the social studies. Social Education, 77(2), 95–98. Lee, J. K., Manfra, M. M., & List, J. S. (2013). 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. Lee, J. K., & Manfra, M. M. (2012). TPACK Vernaculars in Social Studies Research. In Educational Technology, Teacher Knowledge, and Classroom Impact (pp. 158–175). https://doi.org/10.4018/978-1-60960-750-0.ch007 Berson, I., Berson, M., & Manfra, M. M. (2012). Touch, type, and transform: iPads in the social studies classroom. Social Education, 76(2), 88–91. Manfra, M. M. G., & Lee, J. K. (2012). “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. https://doi.org/10.1080/07380569.2012.656543 Manfra, M. M., & Coven, R. M. (2011). A digital view of history: Drawing and discussing models of historical concepts. Social Education, 75(2), 102–106. Manfra, M., & Lee, J. K. (2011). Leveraging the affordances of educational blogs to teach low-achieving students United States history. Social Studies Research and Practice, 6(2), 95–105. Manfra, M. M., Gray, G. E., & Lee, J. K. (2010). Blogging to learn: Educational blogs and U.S. history. Social Education, 74(2), 111–113, 116. Manfra, M. M., & Hammond, T. (2010). 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. Manfra, M. M. (2009). Action research: Exploring the theoretical divide between practical and critical approaches. Journal of Curriculum & Instruction, 3(1), 32–46. Manfra, M. M. (2009). Authentic intellectual work on school desegregation: The digital history of Massive Resistance in Norfolk, Virginia. Social Education, 73(3), 131–135. Manfra, M. M. G. (2009). Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research. Theory & Research in Social Education, 37(2), 156–191. https://doi.org/10.1080/00933104.2009.10473393 Hammond, T. C., & Manfra, M. M. (2009). Digital history with student-created multimedia: Understanding student perceptions. Social Studies Research & Practice, 4(3), 139–150. Hammond, T. C., & Manfra, M. M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 160–185. Manfra, M. M. (2008). 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. Manfra, M. M. G., & Stoddard, J. D. (2008). Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust. The Social Studies, 99(6), 260–264. https://doi.org/10.3200/tsss.99.6.260-264 Manfra, M. M., & Bolick, C. M. (2008). Reinventing master’s degree study for experienced social studies teachers. Social Studies Research & Practice, 3(2), 29–41. Manfra, M. M., & Hammond, T. (2008). Teachers' instructional choices with student-created digital documentaries: Case studies. Journal of Research on Technology in Education, 41(2), 37–59. Manfra, M. M. G., & Hammond, T. C. (2008). Teachers’ Instructional Choices with Student-Created Digital Documentaries. Journal of Research on Technology in Education, 41(2), 223–245. https://doi.org/10.1080/15391523.2008.10782530 Rogers, D., Bolick, C. M., Anderson, A., Gordon, E., Manfra, M. M. G., & Yow, J. (2007). "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. https://doi.org/10.3200/tchs.80.5.217-222 Manfra, M. M. (2007). The course of the republic: American responses to technology in the nineteenth century. Social Education, 71(3), 146–152. McGlinn, M. (2007). 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. Bolick, C. M., McGlinn, M., & Siko, K. L. (2005). Twenty years of technology: A retrospective view of Social Education’s technology themed issues. Social Education, 69(3), 155–161. Bolick, C. M., & McGlinn, M. (2004). Harriet Jacobs: Using on-line slave narratives in the classroom. Social Education, 68(4), 198–202. McGlinn, J. M., & McGlinn, M. (2004). Opening their eyes: Picture books in high school social studies classes. The Dragon Lode, 22(2), 22–29.