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Re-envisioning Social Studies with the Community School Model of Elsie Ripley Clapp.

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Title: Re-envisioning Social Studies with the Community School Model of Elsie Ripley Clapp.
Authors: Montgomery, Sarah E.1 sarah.montgomery@uni.edu
Source: Social Studies Research & Practice (Board of Trustees of the University of Alabama). Spring2014, Vol. 9 Issue 1, p154-164. 11p.
Subject Terms: *Education, *Community schools, *Progressive education, History of social sciences, Social sciences
Geographic Terms: Kentucky, West Virginia
People: Clapp, Elsie Ripley
Abstract: Given the current marginalization of social studies education in schools, this paper explores the social studies centered community-school model of Elsie Ripley Clapp, who was a significant educator, scholar, and leader within progressive education. A former graduate assistant of John Dewey, Clapp put progressive pedagogical ideology into practice in the 1920s and 1930s through her curriculum development and administrative leadership in rural schools such as: the Ballard School in Kentucky and the Arthurdale Schools in West Virginia. She developed a social studies focused, experiential curriculum rooted in her vision of schools as democratic spaces. First, biographical information about Clapp's life, educational experiences, and commitment to social justice is provided. Second, Clapp's community school model at the Ballard School is explored. The model, which united people across social class and centered on local history, geography, and economics, provides implications for how we might re-envision our current approaches to social studies education. [ABSTRACT FROM AUTHOR]
Copyright of Social Studies Research & Practice (Board of Trustees of the University of Alabama) is the property of Board of Trustees of the University of Alabama and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Re-envisioning Social Studies with the Community School Model of Elsie Ripley Clapp.
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  Data: *<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+schools%22">Community schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Progressive+education%22">Progressive education</searchLink><br /><searchLink fieldCode="DE" term="%22History+of+social+sciences%22">History of social sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences%22">Social sciences</searchLink>
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  Data: Given the current marginalization of social studies education in schools, this paper explores the social studies centered community-school model of Elsie Ripley Clapp, who was a significant educator, scholar, and leader within progressive education. A former graduate assistant of John Dewey, Clapp put progressive pedagogical ideology into practice in the 1920s and 1930s through her curriculum development and administrative leadership in rural schools such as: the Ballard School in Kentucky and the Arthurdale Schools in West Virginia. She developed a social studies focused, experiential curriculum rooted in her vision of schools as democratic spaces. First, biographical information about Clapp's life, educational experiences, and commitment to social justice is provided. Second, Clapp's community school model at the Ballard School is explored. The model, which united people across social class and centered on local history, geography, and economics, provides implications for how we might re-envision our current approaches to social studies education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Social Studies Research & Practice (Board of Trustees of the University of Alabama) is the property of Board of Trustees of the University of Alabama and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1108/ssrp-01-2014-b0009
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      – Code: eng
        Text: English
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      – SubjectFull: Education
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      – SubjectFull: Community schools
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      – SubjectFull: Progressive education
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      – SubjectFull: History of social sciences
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              Text: Spring2014
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