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Bringing It All Home: Using Local Resources in Teachers' Professional Development

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Title: Bringing It All Home: Using Local Resources in Teachers' Professional Development
Language: English
Authors: Elise Langan (ORCID 0000-0003-2036-7064), Salika A. Lawrence
Source: Multicultural Learning and Teaching. 2026 21(1):61-82.
Availability: De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Faculty Development, Local Issues, Primary Sources, Local History, Social Studies, Lesson Plans, Student Centered Learning, History Instruction, Museums, Teacher Workshops, Curriculum Development, Academic Standards, State Standards, Global Education
Geographic Terms: New York (New York)
DOI: 10.1515/mlt-2023-0011
ISSN: 2194-654X
2161-2412
Abstract: Teachers need opportunities to explore the communities in which they teach to understand how the local contexts can be used to enhance the curriculum. Professional development that focuses on ways to integrate local primary sources into the social studies curriculum can help teachers plan authentic lessons for students to learn about their community. This qualitative study examined how nine social studies teachers who participated in a professional development program on place-based education made linkages between local and global events in their unit planning. Semi-structured interviews, field notes, and lesson plans were analyzed to learn how a professional development program impacted teachers' practice. Findings indicate that most teachers were able to design and implement units that either explicitly or implicitly connected global events to local experiences. Results suggest that instructional shifts are required to help teachers design inquiry-based instruction to understand how to use local primary sources to open up spaces for students to ask questions about their communities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493336
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Elise+Langan%22">Elise Langan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2036-7064">0000-0003-2036-7064</externalLink>)<br /><searchLink fieldCode="AR" term="%22Salika+A%2E+Lawrence%22">Salika A. Lawrence</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Multicultural+Learning+and+Teaching%22"><i>Multicultural Learning and Teaching</i></searchLink>. 2026 21(1):61-82.
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  Data: De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Local+Issues%22">Local Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Sources%22">Primary Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Local+History%22">Local History</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Workshops%22">Teacher Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Education%22">Global Education</searchLink>
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  Data: 10.1515/mlt-2023-0011
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  Data: Teachers need opportunities to explore the communities in which they teach to understand how the local contexts can be used to enhance the curriculum. Professional development that focuses on ways to integrate local primary sources into the social studies curriculum can help teachers plan authentic lessons for students to learn about their community. This qualitative study examined how nine social studies teachers who participated in a professional development program on place-based education made linkages between local and global events in their unit planning. Semi-structured interviews, field notes, and lesson plans were analyzed to learn how a professional development program impacted teachers' practice. Findings indicate that most teachers were able to design and implement units that either explicitly or implicitly connected global events to local experiences. Results suggest that instructional shifts are required to help teachers design inquiry-based instruction to understand how to use local primary sources to open up spaces for students to ask questions about their communities.
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