Resources and in the Media
Our
Podcast Episodes
Enjoy these podcast episodes featuring the work of APL's founder, Meghan Manfra, and the team.
Teaching Inquiry & Action Research with Dr. Manfra
In this episode of the Action Research Podcast, Dr Meghan Manfra answers questions suches as: What does action research look like in education? What has been the greatest challenge for you using AR in your research? Why is it important for teacher professional development?
A Conversation with Dr. Meghan Manfra about Action Research
In Episode 7 of the Action Research: Global Conversations podcast Dr Meghan Manfra describes her work integrating action research into professional learning programs.
Computational Thinking in Social Studies with Drs Meghan Manfra, Tom Hammond, and Robert Coven
In episode 188, Dan and Michael chat with Meghan Manfra, Tom Hammond, and Robert Coven about their study published in Theory & Research in Social Education, “ Assessing computational thinking in the social studies.”
News & TV
The work of APL founder, Dr Meghan Manfra, has been featured in broacast television and the news.
Teens, Social Media, and Fake News
The phrase “fake news” was declared the official Collins Dictionary Word of the Year for 2017. Nearly 1 in 4 Americans visited a fake news site in the month leading up to the 2016 presidential election. With technology and social media becoming nearly a ubiquitous part of our children’s lives, what do parents and educators need to know to help students navigate this new media landscape?
Parenting in a pandemic: Where can I turn for reliable news? with the Museum of Life Sciences
The Pandemic changed all of our live and brought into stark relief the need for reliable information. In this video, Dr Meghan Manfra joins a panel of experts offering advice about how to navigate the complex information landscape.
WNCT: Dr. Meghan Manfra's comments on the Social Studies Curriculum Revisions
Members from North Carolina’s Board of Education proposed changes to the state’s social studies curriculum. However, there’s a debate between education leaders on whether or not these changes are anti-American. The proposed changes were formed to create a more inclusive curriculum in grades K-12. Members from the board debated the changes on Wednesday morning. Some say they went against American values.
Other members, who favored the changes, say they provide a better understanding of American history. Dr. Meghan Manfra, a professor at North Carolina State University and a researcher in educational studies, says social studies curriculums are always evolving.
Scholarly Publications
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Manfra, M.M., Grant, M., Turcol, K., Boop. L., Beller, D., Grow, M., & Grondziowski, A. (2021). Issues and opportunities in the digital transformation of social studies instruction. Social Education, 85(2). 93-97.
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Manfra, M.M. (2020). Digital history 2020. Social Education, 84(2), 118-122.
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Manfra, M.M., Lee, J.K., Grant, M. (2020). Designing inquiry during a pandemic: A professional learning experience for social studies teachers. Journal of Technology and Teacher Education , 29(2), 1-11.
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Manfra, M.M., & Bolick, C.M., Eds. (2017). The handbook of social studies research. NY: Wiley-Blackwell.
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Manfra, M.M. (2017). Practitioner research in the social studies: Findings from action research and self-study. In MM Manfra & C.M. Bolick (Eds.) Handbook of Social Studies Research (pp. 132-167). MA: Wiley.
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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.
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Manfra, M.M., & Greiner, J. A**. (2016). Technology and disciplined inquiry in the world history classroom. Social Education, 80(2), 123-128.
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Marshall, P.M., Manfra, M.M., & 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 Alicia Crowe and Alex Cuenca (Eds.) Rethinking social studies teacher education (pp. 61-79), NY: Springer.
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Manfra, M.M., & Brown, S.** (2015). Digital history and the Holocaust: Student documentaries based on the C3 Framework. Social Education, 79(2), 111-114.
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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.
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Manfra, M.M. (2013). Grand challenges: Nanotechnology and the social studies. Social Education, 77(2), 97-100.
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Manfra, M.M., & Bullock, D.K.** (2013). Action research for educational communications and technology. In J.M. Spector, D. Merrill, J. Elen, and M.J. Bishop eds. (Eds.), Handbook of research on educational communications and technology. NY: Springer.
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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.
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Berson, I., Berson, M., & Manfra, M.M.* (2012). Touch, type, and transform: iPads in the social studies classroom. Social Education, 76(2), 88-91.
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Manfra, M.M., & 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), 118-134.
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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.
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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.
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Manfra, M.M., Gray, G.E., & Lee, J.K. (2010). Blogging to learn: Educational blogs and U.S. history. Social Education, 74(2), pp. 111-113, 116.
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Hammond, T.C., & Manfra, M.M.* (2009a). Digital history with student-created multimedia: Understanding student perceptions. Social Studies Research & Practice, 4(3), 139-150.
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Hammond, T. C., & Manfra, M. M.* (2009b). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 160-185.
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Manfra, M.M. (2009a). Authentic intellectual work on school desegregation: The digital history of Massive Resistance in Norfolk, Virginia. Social Education, 73(3), 131-135.
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Manfra, M.M. (2009b). Critical inquiry in the social studies classroom: Portraits of critical teacher research. Theory and Research in Social Education, 37(2), 298-316.
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Manfra, M.M. (2009c). Action research: Exploring the theoretical divide between practical and critical approaches. Journal of Curriculum & Instruction, 3(1), 32-46.
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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.
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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.
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Manfra, M.M., & Stoddard, J.* (2008). Powerful and authentic digital media strategies for teaching about genocide and the Holocaust. The Social Studies, 99(6), 260-264.
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Manfra, M. M. (2007). The course of the republic: American responses to technology in the nineteenth century. Social Education, 71(3), 146-152.
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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.
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Rogers, D., Bolick, C.M., Anderson, A., Gordon, E., Manfra, M. M., & Yow, J. (2007) “It’s about the kids”: Transforming teacher-student relationships through action research. The Clearing House, 80(5), 217-222.
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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.
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Bolick, C.M., & McGlinn, M. (2004). Harriet Jacobs: Using on-line slave narratives in the classroom. Social Education, 68(4), 198-202.
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McGlinn, J.M., & McGlinn, M. (2004). Opening their eyes: Picture books in high school social studies classes. The Dragon Lode, 22(2), 22-29.