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  1. “I will not mention controversial issues unless they are in the textbook”: An exploration of curriculum instructional gatekeeping in Taiwan.Thomas Misco & Jung-Hua Tseng - 2018 - Journal of Social Studies Research 42 (1):1-10.
    We conducted this study in order to understand the extent to which Taiwanese social studies teachers are prepared to grapple with controversial issues in their classrooms. To do so, we employed a curricular-instructional gatekeeping framework to make meaning of teacher decisions and the contexts in which they work. We conducted semi-structured interviews with 18 preservice teachers and five university professors of teacher education in Taiwan. The findings suggest that writ large, social studies education in Taiwan is largely social science education (...)
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  • Moral education trends over 40 years: A content analysis of the Journal of Moral Education (1971–2011).Chi-Ming Lee & Monica J. Taylor - 2013 - Journal of Moral Education 42 (4):399-429.
    In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as represented by published articles and special issues (by (...)
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