Journal Articles, Book Chapters, and Scholarly Book Reviews
PDF copies of articles available via request
PDF copies of articles available via request
| CV (January 2026) |
Journell, W. (under contract). Educational censorship and professional survival in turbulent times. In K. McDonough & D. Waddington (Eds.), The polarized classroom: Confronting the political challenges of twenty-first century schools. Bloomsbury.
Journell, W., Allen, A., & Hicks, D. (under contract). Self-regulation in social studies education. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (3rd ed.). Routledge.
Journell, W. (in press). Teachers as parrhesiastes: Rethinking the act of teaching in an era of educational censorship. The Educational Forum.
Journell, W. (in press). Teacher identity and political instruction in turbulent times. In J. Hong, D. Cross Francis, & P. Schutz (Eds.), Teacher identity development: Expanding conceptualizations to account for changing and challenging contexts. Springer.
Pace, J. L., & Journell, W. (2026). Teaching for democracy under political threats. In C. H. Clark & C. van Kessel (Eds.), Teaching democracy now (pp. 87-98). Teachers College Press.
Journell, W. (2026). Training the reviewers of tomorrow: A doctoral reviewer mentoring model. Journal of Scholarly Publishing, 55(2), 155-172. https://doi.org/10.3138/jsp-2025-0039
Journell, W. (2026). Learning social studies. In R. E. Mayer, P. A. Alexander, & L. Fiorella (Eds.), Handbook of research on learning and instruction (3rd ed., pp. 97-118). Routledge.
Journell, W. (2025). From the editor. Theory & Research in Social Education, 53(4), 501-503. https://doi.org/10.1080/00933104.2025.2525040
Hilburn, J., Buchanan, L. B., Ward, C., & Journell, W. (2025). From the box office to the classroom: A film selection scaffold for social studies teachers. Social Education, 89(4), 244-251.
Journell, W. (2025). Tackling Trump: Contemporary politics and the creation of official knowledge. The Social Studies, 116(2), 75-87. https://doi.org/10.1080/00377996.2024.2361450
Journell, W. (2025). The COVID-19 pandemic as a historical event: An analysis of U.S. history textbooks. Journal of Education, 205(1), 44-55. https://doi.org/10.1177/00220574241289767
Journell, W. (2025). Civic education for democratic citizens. In L. Nucci, T. Krettenauer, & W. C. Thompson (Eds.), Handbook of moral and character education (3rd ed., pp. 287-303). Routledge. Book website
Journell, W. (2024). Schools as apparatuses of security: Governmentality and true power. In B. A. Varga & E. C. Adams (Eds.), The theory-story reader for social studies (pp. 93-98). Teachers College Press. Book website
Journell, W. (2024). Psychosocial processes and human desire: An inconvenient truth about online misinformation. Journal of Research on Technology in Education, 56(1), 25-39. doi.org/10.1080/15391523.2023.2264962
Journell, W., & Halvorsen, A.-L. (2024). Social studies education. In P. A. Schutz & K. R. Muis (Eds.), Handbook of educational psychology (4th ed., pp. 509-530). Routledge. Book website
Journell, W. (2024). Villainification, heroification, and political polarization: Implications for thinking politically about U.S. politics. In C. van Kessel & K. Edmondson (Eds.), Teaching villainification in social studies: Pedagogies to deepen understanding of social evils (pp. 13-27). Teachers College Press. Book website
Journell, W. (2023). Beyond just techniques: Toward deliberation facilitation that minimizes harm. A response to “Deliberative facilitation in the classroom: The interplay of facilitative technique and design to make space for democracy.” Democracy & Education, 31(2), 1-6. https://democracyeducationjournal.org/home/vol31/iss2/3/
Hughes, R. E., & Journell, W. (2023). Facilitating a controversial issues discussion in elementary school about using Indigenous sports mascots. The Social Studies, 114(5), 223-240. https://doi.org/10.1080/00377996.2023.2171352
Journell, W. (2023). Foreword. In J. L. Endacott & M. Kopish, The language of social studies education: An expanded glossary of key terms and concepts. Brill. Book website
Journell, W. (2022). [Review of the book, The anatomy of fake news: A critical news literacy education by N. Higdon]. California History, 99(3), 74-77.
Hilburn, J., Buchanan, L. B., & Journell, W. (2022). Positioning documentaries as vehicles for developing preservice teachers' analytic skills. Journal of Social Studies Research, 46(3), 237-248. doi.org/10.1016/j.jssr.2021.09.001
Journell, W. (2022). Classroom controversy in the midst of political polarization: The essential role of school administrators. NASSP Bulletin, 106(2), 133-153. https://doi.org/10.1177%2F01926365221100589
Journell, W. (2022). A hill made of sand: COVID-19 and the myth of American exceptionalism. In W. Journell (Ed.), Post-pandemic social studies: How COVID-19 has changed the world and how we teach (pp. 1-12). Teachers College Press. Book website
Journell, W. (2022). Introduction. In W. Journell (Ed.), Post-pandemic social studies: How COVID-19 has changed the world and how we teach (pp. 111-124). Teachers College Press. Book website
Journell, W. (2021). The research that leads to classroom practice: Theory & Research in Social Education. Social Education, 85(6), 340-341.
Hilburn, J., Buchanan, L. B., & Journell, W. (2021). Discourses of immigration and the mediating influence of documentary films. Action in Teacher Education, 43(4), 513-530. doi.org/10.1080/01626620.2021.1883151
Journell, W. (2021). The subjectivity of openness: Framing social issues in K-12 education. In R. Evans (Ed.), Handbook on teaching social issues (2nd ed., pp. 25-35). Information Age. Book website
Journell, W. (2021). Taking a reasoned stance against misinformation. Phi Delta Kappan, 102(5), 12-17. https://doi.org/10.1177%2F0031721721992559
Journell, W. (2021). Exacerbating existing divides: Fake news, desire, and partisanship. In T. L. Heafner, L. K. Handler, & T. C. Rock (Eds.), The divide within: Intersections of realities, facts, theories, and practices (pp. 1-24). Information Age. Book website
Journell, W. (2020). Teaching about the 2020 Presidential Election. Social Education, 84(5), 267-271.
Journell, W. (2020). Controversial decisions within teaching controversial issues. Annals of Social Studies Education Research for Teachers, 1(1), 5-9.
Journell, W. (2020). Q & A with Wayne Journell on "Controversial decisions within teaching controversial issues." Annals of Social Studies Education Research for Teachers, 1(1), 10-15.
Dressman, M., Journell, W., & Mann, J. (2020). Teacher education. In M. R. M. Ward & S. Delamont (Eds.), Handbook of qualitative research in education (2nd ed., pp. 151-165). Edward Elgar. Book website
Buchanan, L. B., Hilburn, J., Ward, C., & Journell, W. (2020). Examining internal displacement through the Rohingya crisis. The Clearing House, 93(3), 147-156. doi.org/10.1080/00098655.2019.1709404
Journell, W. (2020). [Review of the book, Democratic discord in schools: Cases and commentaries in educational ethics by M. Levinson & J. Fay (Eds.)]. Citizenship Teaching and Learning, 15(1), 123-124.
Journell, W. (2020). Vice, On the Basis of Sex, and the liberal imagination: Villainification and heroification in popular political film. Educational Studies: A Journal of the American Educational Studies Association, 56(1), 66-82. doi.org/10.1080/00131946.2019.1692021
Journell, W. (2019). From the editor. Theory & Research in Social Education, 47(4), 471. doi.org/10.1080/00933104.2019.1688084
Caffrey, G., & Journell, W. (2019). Humanizing disciplinary civic education at the elementary level: An exploration of immigration and the humanitarian crisis at the U.S./Mexico border. Oregon Journal of the Social Studies, 7(2), 26-54.
Journell, W. (2019, September 22). Professors, are you hiding your politics? Bad idea. Chronicle of Higher Education. Available here (with subscription to the Chronicle)
Hilburn, J., Buchanan, L. B., & Journell, W. (2019). Teaching DACA with documentary film. Social Studies Journal, 39(1), 61-70.
Journell, W. (2019). Introduction: Fake news and the imperative of civic education. In W. Journell (Ed.), Unpacking fake news: An educator's guide to navigating the media with students (pp. 1-14). Teachers College Press. Book website
Journell, W., & Clark, C. H. (2019). Political memes and the limits of media literacy. In W. Journell (Ed.), Unpacking fake news: An educator's guide to navigating the media with students (pp. 109-125). Teachers College Press. Book website
Payne, K. A., & Journell, W. (2019). "We have those kinds of conversations here...": Addressing contentious politics with elementary students. Teaching and Teacher Education, 79, 73-82. doi.org/10.1016/j.tate.2018.12.008
Journell, W., & Schouweiler, D. (2019). Moving K-12 coursework online: Considerations and strategies. In T. L. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of research on emerging practices and methods for K-12 online and blended learning (pp. 477-499). IGI Global. Book website
Linton, J. N., & Journell, W. (2019). Taking responsibility for the future: A case study of a state-run program to train K-12 online teachers. In T. L. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of research on emerging practices and methods for K-12 online and blended learning (pp. 292-313). IGI Global. Book website
Journell, W. (2018). Should marriage equality be taught as controversial post-Obergefell v Hodges? Teachers College Record, 120(8), 1-28.
Journell, W. (2018). Teacher identity and political instruction. In P. Schutz, J. Y. Hong, & D. Cross Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 169-179). Springer. Book website
Journell, W. (2018). Terrorism. In D. G. Krutka, A. M. Whitlock, & M. Helmsing (Eds.), Keywords in the social studies: Concepts and conversations (pp. 217-229). Peter Lang. Book website
Journell, W. (2018). Civic education in a post-truth society: Combating "fake news" and "alternative facts". In J. Clabough & T. Lintner (Eds.), No reluctant citizens: Teaching civics in K-12 classrooms (pp. 113-129). Information Age. Book website
Journell, W., Friedman, A. M., Thacker, E. S., & Fitchett, P. G. (2018). Getting inquiry design just right. Social Education, 82(4), 202-205.
Thacker, E. S., Lee, J. K., Fitchett, P. G., & Journell, W. (2018). Secondary social studies teachers' experiences planning and implementing inquiry using the inquiry design model. The Clearing House, 91(4-5), 193-200. doi.org/10.1080/00098655.2018.1490129
Thacker, E. S., Friedman, A. M., Fitchett, P. G., Journell, W., & Lee, J. K. (2018). Exploring how an elementary teacher plans and implements social studies inquiry. The Social Studies, 109(2), 85-100. doi.org/10.1080/00377996.2018.1451983
He, Y., Journell, W., & Faircloth, J. (2018). Preparing teachers for English learners: Integrating academic language and community service projects. The Social Studies, 109(1), 13-26. doi.org/10.1080/00377996.2017.1403874
Schunk, D. H., Journell, W., Alford, A., Watson, J., & Belter, M. (2018). Self-regulation in the social studies classroom. In M. K. DiBenedetto (Ed.), Connecting self-regulated learning and performance with instruction across high school content areas (pp. 89-124). Springer. Book website
Journell, W. (2017). Framing controversial identity issues in schools: The case of HB2, bathroom equity, and transgender students. Equity & Excellence in Education, 50(4), 339-354. doi.org/10.1080/10665684.2017.1393640
Journell, W. (2017) Politically conservative preservice teachers and the spiral of silence: Implications for teacher education. Teacher Education Quarterly, 44(2), 105-129.
Journell, W. (2017). Ahead of the curve or maintaining the status quo? Examining the social impact of sports on American society. Social Education, 84, 250-253.
Journell, W. (2017). Fake news, alternative facts, and Trump: Teaching social studies in a post-truth era. Social Studies Journal, 37(1), 8-21.
Journell, W. (2017). From the editor. Theory & Research in Social Education, 45(1), 1-6. doi.org/10.1080/00933104.2016.1272328
Journell, W. (2017). Using film to contextualize simulations: A mock trial example. In W. B. Russell & S. Waters (Ed.), Cinematic social studies: A resource for teaching and learning social studies with film (pp. 385-404). Information Age. Book website
Journell, W., Levy, B. L. M., & Hartwick, J. M. M. (2017). Helping students address the elephant in democracy's room: An interactive approach to teaching about campaign finance. In C. Wright-Maley & T. Davis (Eds.), Teaching for democracy in an age of economic disparity (pp. 95-110). Routledge. Book website
Gomez, M., & Journell, W. (2017). Professionality, preservice teachers, and Twitter. Journal of Technology and Teacher Education, 25, 377-412.
Journell, W. (2016). Teacher political disclosure as parrhesia. Teachers College Record, 118(5), 1-36.
Journell, W. (2016). Making a case for teacher political disclosure. Journal of Curriculum Theorizing, 31(1), 100-111.
Journell, W. (2016). Introduction: Teaching social issues in the social studies classroom. In W. Journell (Ed.), Teaching social studies in an era of divisiveness: The challenges of discussing social issues in a non-partisan way (pp. 1-12). Rowman & Littlefield. Book website
Journell, W. (2016). September 11, 2001: The day that changed the world . . . but not the curriculum. In W. Journell (Ed.), Reassessing the social studies curriculum: Promoting critical civic engagement in a politically polarized, post-9/11 world (pp. xix-xxiii). Rowman & Littlefield. Book website
Journell, W., & Tolbert, L. C. (2016). Working together, not sharing the burden: A collaborative approach to developing pedagogical content knowledge with secondary social studies preservice teachers. In A. R. Crowe & A. Cuenca (Eds.), Rethinking social studies teacher education for twenty-first century citizenship (pp. 123-142). Springer. Book website
Hilburn, J., Journell, W., & Buchanan, L. B. (2016). A content analysis of immigration in traditional, new, and non-gateway state standards for U.S. History and Civics. The High School Journal, 99(3), 234-251. doi.org/10.1353/hsj.2016.0008
Heafner, T. L., Handler, L. K., & Journell, W. (2016). Do this, not that: Lessons learned for designing effective professional development. Social Education, 80(6), 381-384.
Heafner, T. L., Zimmerman, A., Triplett, N., & Journell, W. (2016). Bridging reading and writing through C3 inquiry. Social Education, 80(6), 343-349.
Carlone, H. B., Benavides, A., Huffling, L. D., Matthews, C. E., Journell, W., & Tomasek, T. (2016). Field ecology: A modest, but imaginable, contestation of neoliberal science education. Mind, Culture, & Activity, 23(3), 199-211. doi.org/10.1080/10749039.2016.1194433
Journell, W. (2015). We still need you! An update on the status of K-12 civic education in the United States. PS: Political Science & Politics, 48(4), 630-634. doi.org/10.1017/S104909651500089X
Journell, W., Beeson, M. W., & Ayers, C. A. (2015). Learning to think politically: Toward more complete disciplinary knowledge in civics and government courses. Theory & Research in Social Education, 43(1), 28-67. doi.org/10.1080/00933104.2014.1001106
Journell, W. (2015). Practical guidelines for creating online courses in K-12 education. In T. L. Heafner, R. Hartshorne, & T. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments (pp. 86-107). IGI Global. Book website
Journell, W. (2015). [Review of the book Tools for teaching social studies by J. Parsons & M. Schroder]. Teachers College Record.
Levy, B. L., Journell, W., He. Y., & Towns, B. (2015). Students blogging about politics: A study of students' political engagement and a teacher's pedagogy during a semester-long political blog assignment. Computers & Education, 88, 64-71. doi.org/10.1016/j.compedu.2015.04.010
Hewitt, K. K., Journell, W., & Zilonka, R. (2015). What the flip: Impact of flipped instruction on self-regulated learning. International Journal of Social Media and Interactive Learning Environments, 2(4), 303-325. dx.doi.org/10.1504/IJSMILE.2014.067638
Linton, J. N., & Journell, W. (2015). Meeting the demand for online education: A study of a state-run program designed to train virtual K-12 teachers. In T. L. Heafner, R. Hartshorne, & T. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments (pp. 45-65). IGI Global. Book website
Journell, W. (2014). Teaching politics in the U.S. History classroom. The History Teacher, 48(1), 55-69.
Journell, W. (2014). Analyzing the appropriateness of internet-based school news programs for social studies classrooms: CNN Student News as a case study. The Clearing House, 87(2), 53-58. doi.org/10.1080/00098655.2013.842532
Journell, W., Ayers, C. A., & Beeson, M. W. (2014). Tweeting in the classroom. Phi Delta Kappan, 95(5), 63-67. doi.org/10.1177%2F003172171409500514
Journell, W. (2014). K-12 online learning: The next frontier for social studies education. In W. B. Russell (Ed.), Digital social studies (pp. 21-43). Information Age. Book website
Journell, W., & Gomez, M. (2014). [Review of the book Essentials of middle and secondary social studies by W. B. Russell, S. Waters, & T. N. Turner]. Journal of Social Studies Research, 38(4), 227-228. doi.org/10.1016/j.jssr.2014.01.002
Journell, W., McFadyen, B., Miller, M. S., & Brown, K. K. (2014). K-12 online education: Issues and future research directions. In T. V. Yuzer & G. Eby (Eds.), Handbook of emerging priorities and trends in distance education: Communication, pedagogy, and technology (pp. 385-400). IGI Global. Book website
Beeson, M. W., Journell, W., & Ayers, C. A. (2014). When using technology isn't enough: A comparison of high school civics teachers' TPCK in one-to-one laptop environments. Journal of Social Studies Research, 38(3), 117-128. doi.org/10.1016/j.jssr.2014.03.001
Journell, W. (2013). What preservice social studies teachers (don't) know about politics and current events--and why it matters. Theory & Research in Social Education, 41(3), 316-351. doi.org/10.1080/00933104.2013.812050
Journell, W. (2013). Learning from each other: What social studies can learn from the controversy surrounding the teaching of evolution in science. The Curriculum Journal, 24(4), 494-510. doi.org/10.1080/09585176.2013.801780
Journell, W. (2013). Making every year a presidential election year: Using The West Wing's Santos/Vinick race to simulate election politics. Ohio Social Studies Review, 50(1), 6-16.
Journell, W., Ayers, C. A., & Beeson, M. W. (2013). Joining the conversation: Twitter as a tool for student political engagement. The Educational Forum, 77(4), 466-480. doi.org/10.1080/00131725.2013.822039
Journell, W., & Buchanan, L. B. (2013). Confronting educational politics with preservice teachers: Reactions to Waiting for Superman. Action in Teacher Education, 35(4), 252-271. doi.org/10.1080/01626620.2013.827601
Journell, W., & Buchanan, L. B. (2013). Fostering political understanding using The West Wing: Analyzing the pedagogical benefits of film in high school civics classrooms. Journal of Social Studies Research, 37(2), 67-83. doi.org/10.1016/j.jssr.2013.03.001
Journell, W., & Webb, A. W. (2013). When one-size methods class doesn't fit all: A self-study of teaching traditional and alternative licensure students together. Teacher Education and Practice, 26(1), 9-27.
Journell, W., Beeson, M. W., Crave, J. J., Gomez, M., Linton, J. N., & Taylor, M. O. (2013). Training teachers for virtual classrooms: A description of an experimental course in online pedagogy. In R. Hartshorne, T. L. Heafner, & T. M. Petty (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 120-143). IGI Global. Book website
Dressman, M., Journell, W., Babcock, A., Weatherup, N., & Makhoukh, A. (2013). Toward technology-mediated transcultural education: Learning from a discussion of politics and culture between American and Moroccan students. International Journal of Social Education, 24(2), 169-192.
Journell, W. (2012). Ideological homogeneity, school leadership, and political intolerance in secondary education: A study of three high schools during the 2008 Presidential Election. Journal of School Leadership, 22(3), 569-599. doi.org/10.1177%2F105268461202200306
Journell, W. (2012). Walk, don't run--to online learning. Phi Delta Kappan, 93(7), 46-50. doi.org/10.1177%2F003172171209300711
Journell, W., & Buchanan, L. B. (2012). Rethinking "general audience": A comparison of students' understanding of popular film in high school honors and general-level classes. American Secondary Education, 41(1), 31-51.
Journell, W., & Buchanan, L. B. (2012). Making politics palatable: Using television drama in high school civics and government classes. The Social Studies, 103(1), 1-11. doi.org/10.1080/00377996.2011.571302
Journell, W., May, L. A., Stenhouse, V. L., Meyers, L. E., & Holbrook, T. (2012). Scaffolding classroom discourse in an election year: Keeping a cool mood in a heated season. Social Studies and the Young Learner, 25(1), 6-9.
Rosales, J. K., & Journell, W. (2012). "Socializing economics": Using practical applications to enliven economic theory. Social Studies Research and Practice, 7(1), 51-60.
Dressman, M., Journell, W., & Mann, J. (2012). Teacher education: Qualitative research approaches. In S. Delamont (Ed.), Handbook of qualitative research in education (pp. 181-194). Edward Elgar. Book website
Journell, W. (2011). Teachers' controversial issue decisions related to race, gender, and religion during the 2008 Presidential Election. Theory & Research in Social Education, 39(3), 348-392. doi.org/10.1080/00933104.2011.10473459
Journell, W. (2011). Teaching the 2008 Presidential Election at three demographically diverse schools: An exercise in neoliberal governmentality. Educational Studies: A Journal of the American Educational Studies Association, 47(2), 133-159. doi.org/10.1080/00131946.2011.554590
Journell, W. (2011). The disclosure dilemma in action: A qualitative look at the effect of teacher disclosure on classroom instruction. Journal of Social Studies Research, 35(2), 217-244.
Journell, W. (2011). Teaching politics in secondary education: Analyzing instructional methods from the 2008 Presidential Election. The Social Studies, 102(6), 231-241. doi.org/10.1080/00377996.2011.558939
Journell, W. (2011). Social studies, citizenship education, and the search for an American identity: An argument against a unifying narrative. Journal of Thought, 46(3&4), 5-24.
Journell, W. (2011). The challenge of political instruction in a post-9/11 United States. The High School Journal, 95(1), 3-14. doi.org/10.1353/hsj.2011.0018
Journell, W. (2011). Staying civil. Educational Leadership, 68(6). Published online.
Journell, W., & Castro, E. L. (2011). Culturally relevant political education: Using immigration as a catalyst for civic understanding. Multicultural Education, 18(4), 10-17.
Journell, W., & Dressman, M. (2011). Using videoconferences to diversify classrooms electronically. The Clearing House, 84(3), 109-113. doi.org/10.1080/00098655.2010.538757
Wilson, P. H., & Journell, W. (2011). Lies, damn lies, and statistics: Uncovering the truth behind polling data. Social Studies Research and Practice, 6(1), 169-180.
Journell, W. (2010). The influence of high-stakes testing on high school teachers' willingness to incorporate current political events into the curriculum. The High School Journal, 93(3), 111-125. doi.org/10.1353/hsj.0.0048
Journell, W. (2010). Standardizing citizenship: The potential influence of state curriculum standards on the civic development of adolescents. PS: Political Science & Politics, 43(2), 351-358. doi.org/10.1017/S1049096510000272
Journell, W. (2010). Perceptions of e-learning in secondary education: A viable alternative to classroom instruction or a way to bypass engaged learning? Educational Media International, 47(1), 69-81. doi.org/10.1080/09523981003654985
Journell, W. (2010). [Review of the book Teaching what really happened: How to avoid the tyranny of textbooks and get students excited about doing history by J. W. Loewen]. The History Teacher, 43(2), 305-307.
Journell, W. (2009). Using YouTube to teach presidential election propaganda: Twelve representative videos. Social Education, 73, 325-329; 362-363.
Journell, W. (2009). An incomplete history: Representation of American Indians in state social studies standards. Journal of American Indian Education, 48(2), 18-32.
Journell, W. (2009). Setting out the (un)welcome mat: A portrayal of immigration in American history standards. The Social Studies, 100(4), 160-168. doi.org/10.3200/TSSS.100.4.160-168
Journell, W. (2009). Maximizing the potential of computer-based technology in secondary social studies education. Social Studies Research and Practice, 4(1), 55-70.
Journell, W. (2009). [Review of the book Teaching American history in a global context by C. Guarneri & J. Davis (Eds.)]. The History Teacher, 42(4), 516-517.
Journell, W. (2009). [Review of the book This happened in America: Harold Rugg and the censure of social studies by R. W. Evans]. The History Teacher, 42(3), 371-373.
Journell, W. (2008). Facilitating historical discussions using asynchronous communication: The role of the teacher. Theory & Research in Social Education, 36(4), 317-355. doi.org/10.1080/00933104.2008.10473379
Journell, W. (2008). When oppression and liberation are the online choices: The representation of African-Americans within state social studies standards. Journal of Social Studies Research, 32(1), 40-50.
Journell, W. (2007). Dewey and standardization: A philosophical look at the implications for social studies. Social Studies Research and Practice, 2(3), 301-315.
Journell, W. (2007). The inequities of the digital divide: Is e-learning a solution? E-Learning, 4(2), 138-149. doi.org/10.2304/elea.2007.4.2.138
Journell, W., Allen, A., & Hicks, D. (under contract). Self-regulation in social studies education. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (3rd ed.). Routledge.
Journell, W. (in press). Teachers as parrhesiastes: Rethinking the act of teaching in an era of educational censorship. The Educational Forum.
Journell, W. (in press). Teacher identity and political instruction in turbulent times. In J. Hong, D. Cross Francis, & P. Schutz (Eds.), Teacher identity development: Expanding conceptualizations to account for changing and challenging contexts. Springer.
Pace, J. L., & Journell, W. (2026). Teaching for democracy under political threats. In C. H. Clark & C. van Kessel (Eds.), Teaching democracy now (pp. 87-98). Teachers College Press.
Journell, W. (2026). Training the reviewers of tomorrow: A doctoral reviewer mentoring model. Journal of Scholarly Publishing, 55(2), 155-172. https://doi.org/10.3138/jsp-2025-0039
Journell, W. (2026). Learning social studies. In R. E. Mayer, P. A. Alexander, & L. Fiorella (Eds.), Handbook of research on learning and instruction (3rd ed., pp. 97-118). Routledge.
Journell, W. (2025). From the editor. Theory & Research in Social Education, 53(4), 501-503. https://doi.org/10.1080/00933104.2025.2525040
Hilburn, J., Buchanan, L. B., Ward, C., & Journell, W. (2025). From the box office to the classroom: A film selection scaffold for social studies teachers. Social Education, 89(4), 244-251.
Journell, W. (2025). Tackling Trump: Contemporary politics and the creation of official knowledge. The Social Studies, 116(2), 75-87. https://doi.org/10.1080/00377996.2024.2361450
Journell, W. (2025). The COVID-19 pandemic as a historical event: An analysis of U.S. history textbooks. Journal of Education, 205(1), 44-55. https://doi.org/10.1177/00220574241289767
Journell, W. (2025). Civic education for democratic citizens. In L. Nucci, T. Krettenauer, & W. C. Thompson (Eds.), Handbook of moral and character education (3rd ed., pp. 287-303). Routledge. Book website
Journell, W. (2024). Schools as apparatuses of security: Governmentality and true power. In B. A. Varga & E. C. Adams (Eds.), The theory-story reader for social studies (pp. 93-98). Teachers College Press. Book website
Journell, W. (2024). Psychosocial processes and human desire: An inconvenient truth about online misinformation. Journal of Research on Technology in Education, 56(1), 25-39. doi.org/10.1080/15391523.2023.2264962
Journell, W., & Halvorsen, A.-L. (2024). Social studies education. In P. A. Schutz & K. R. Muis (Eds.), Handbook of educational psychology (4th ed., pp. 509-530). Routledge. Book website
Journell, W. (2024). Villainification, heroification, and political polarization: Implications for thinking politically about U.S. politics. In C. van Kessel & K. Edmondson (Eds.), Teaching villainification in social studies: Pedagogies to deepen understanding of social evils (pp. 13-27). Teachers College Press. Book website
Journell, W. (2023). Beyond just techniques: Toward deliberation facilitation that minimizes harm. A response to “Deliberative facilitation in the classroom: The interplay of facilitative technique and design to make space for democracy.” Democracy & Education, 31(2), 1-6. https://democracyeducationjournal.org/home/vol31/iss2/3/
Hughes, R. E., & Journell, W. (2023). Facilitating a controversial issues discussion in elementary school about using Indigenous sports mascots. The Social Studies, 114(5), 223-240. https://doi.org/10.1080/00377996.2023.2171352
Journell, W. (2023). Foreword. In J. L. Endacott & M. Kopish, The language of social studies education: An expanded glossary of key terms and concepts. Brill. Book website
Journell, W. (2022). [Review of the book, The anatomy of fake news: A critical news literacy education by N. Higdon]. California History, 99(3), 74-77.
Hilburn, J., Buchanan, L. B., & Journell, W. (2022). Positioning documentaries as vehicles for developing preservice teachers' analytic skills. Journal of Social Studies Research, 46(3), 237-248. doi.org/10.1016/j.jssr.2021.09.001
Journell, W. (2022). Classroom controversy in the midst of political polarization: The essential role of school administrators. NASSP Bulletin, 106(2), 133-153. https://doi.org/10.1177%2F01926365221100589
Journell, W. (2022). A hill made of sand: COVID-19 and the myth of American exceptionalism. In W. Journell (Ed.), Post-pandemic social studies: How COVID-19 has changed the world and how we teach (pp. 1-12). Teachers College Press. Book website
Journell, W. (2022). Introduction. In W. Journell (Ed.), Post-pandemic social studies: How COVID-19 has changed the world and how we teach (pp. 111-124). Teachers College Press. Book website
Journell, W. (2021). The research that leads to classroom practice: Theory & Research in Social Education. Social Education, 85(6), 340-341.
Hilburn, J., Buchanan, L. B., & Journell, W. (2021). Discourses of immigration and the mediating influence of documentary films. Action in Teacher Education, 43(4), 513-530. doi.org/10.1080/01626620.2021.1883151
Journell, W. (2021). The subjectivity of openness: Framing social issues in K-12 education. In R. Evans (Ed.), Handbook on teaching social issues (2nd ed., pp. 25-35). Information Age. Book website
Journell, W. (2021). Taking a reasoned stance against misinformation. Phi Delta Kappan, 102(5), 12-17. https://doi.org/10.1177%2F0031721721992559
Journell, W. (2021). Exacerbating existing divides: Fake news, desire, and partisanship. In T. L. Heafner, L. K. Handler, & T. C. Rock (Eds.), The divide within: Intersections of realities, facts, theories, and practices (pp. 1-24). Information Age. Book website
Journell, W. (2020). Teaching about the 2020 Presidential Election. Social Education, 84(5), 267-271.
Journell, W. (2020). Controversial decisions within teaching controversial issues. Annals of Social Studies Education Research for Teachers, 1(1), 5-9.
Journell, W. (2020). Q & A with Wayne Journell on "Controversial decisions within teaching controversial issues." Annals of Social Studies Education Research for Teachers, 1(1), 10-15.
Dressman, M., Journell, W., & Mann, J. (2020). Teacher education. In M. R. M. Ward & S. Delamont (Eds.), Handbook of qualitative research in education (2nd ed., pp. 151-165). Edward Elgar. Book website
Buchanan, L. B., Hilburn, J., Ward, C., & Journell, W. (2020). Examining internal displacement through the Rohingya crisis. The Clearing House, 93(3), 147-156. doi.org/10.1080/00098655.2019.1709404
Journell, W. (2020). [Review of the book, Democratic discord in schools: Cases and commentaries in educational ethics by M. Levinson & J. Fay (Eds.)]. Citizenship Teaching and Learning, 15(1), 123-124.
Journell, W. (2020). Vice, On the Basis of Sex, and the liberal imagination: Villainification and heroification in popular political film. Educational Studies: A Journal of the American Educational Studies Association, 56(1), 66-82. doi.org/10.1080/00131946.2019.1692021
Journell, W. (2019). From the editor. Theory & Research in Social Education, 47(4), 471. doi.org/10.1080/00933104.2019.1688084
Caffrey, G., & Journell, W. (2019). Humanizing disciplinary civic education at the elementary level: An exploration of immigration and the humanitarian crisis at the U.S./Mexico border. Oregon Journal of the Social Studies, 7(2), 26-54.
Journell, W. (2019, September 22). Professors, are you hiding your politics? Bad idea. Chronicle of Higher Education. Available here (with subscription to the Chronicle)
Hilburn, J., Buchanan, L. B., & Journell, W. (2019). Teaching DACA with documentary film. Social Studies Journal, 39(1), 61-70.
Journell, W. (2019). Introduction: Fake news and the imperative of civic education. In W. Journell (Ed.), Unpacking fake news: An educator's guide to navigating the media with students (pp. 1-14). Teachers College Press. Book website
Journell, W., & Clark, C. H. (2019). Political memes and the limits of media literacy. In W. Journell (Ed.), Unpacking fake news: An educator's guide to navigating the media with students (pp. 109-125). Teachers College Press. Book website
Payne, K. A., & Journell, W. (2019). "We have those kinds of conversations here...": Addressing contentious politics with elementary students. Teaching and Teacher Education, 79, 73-82. doi.org/10.1016/j.tate.2018.12.008
Journell, W., & Schouweiler, D. (2019). Moving K-12 coursework online: Considerations and strategies. In T. L. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of research on emerging practices and methods for K-12 online and blended learning (pp. 477-499). IGI Global. Book website
Linton, J. N., & Journell, W. (2019). Taking responsibility for the future: A case study of a state-run program to train K-12 online teachers. In T. L. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of research on emerging practices and methods for K-12 online and blended learning (pp. 292-313). IGI Global. Book website
Journell, W. (2018). Should marriage equality be taught as controversial post-Obergefell v Hodges? Teachers College Record, 120(8), 1-28.
Journell, W. (2018). Teacher identity and political instruction. In P. Schutz, J. Y. Hong, & D. Cross Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 169-179). Springer. Book website
Journell, W. (2018). Terrorism. In D. G. Krutka, A. M. Whitlock, & M. Helmsing (Eds.), Keywords in the social studies: Concepts and conversations (pp. 217-229). Peter Lang. Book website
Journell, W. (2018). Civic education in a post-truth society: Combating "fake news" and "alternative facts". In J. Clabough & T. Lintner (Eds.), No reluctant citizens: Teaching civics in K-12 classrooms (pp. 113-129). Information Age. Book website
Journell, W., Friedman, A. M., Thacker, E. S., & Fitchett, P. G. (2018). Getting inquiry design just right. Social Education, 82(4), 202-205.
Thacker, E. S., Lee, J. K., Fitchett, P. G., & Journell, W. (2018). Secondary social studies teachers' experiences planning and implementing inquiry using the inquiry design model. The Clearing House, 91(4-5), 193-200. doi.org/10.1080/00098655.2018.1490129
Thacker, E. S., Friedman, A. M., Fitchett, P. G., Journell, W., & Lee, J. K. (2018). Exploring how an elementary teacher plans and implements social studies inquiry. The Social Studies, 109(2), 85-100. doi.org/10.1080/00377996.2018.1451983
He, Y., Journell, W., & Faircloth, J. (2018). Preparing teachers for English learners: Integrating academic language and community service projects. The Social Studies, 109(1), 13-26. doi.org/10.1080/00377996.2017.1403874
Schunk, D. H., Journell, W., Alford, A., Watson, J., & Belter, M. (2018). Self-regulation in the social studies classroom. In M. K. DiBenedetto (Ed.), Connecting self-regulated learning and performance with instruction across high school content areas (pp. 89-124). Springer. Book website
Journell, W. (2017). Framing controversial identity issues in schools: The case of HB2, bathroom equity, and transgender students. Equity & Excellence in Education, 50(4), 339-354. doi.org/10.1080/10665684.2017.1393640
Journell, W. (2017) Politically conservative preservice teachers and the spiral of silence: Implications for teacher education. Teacher Education Quarterly, 44(2), 105-129.
Journell, W. (2017). Ahead of the curve or maintaining the status quo? Examining the social impact of sports on American society. Social Education, 84, 250-253.
Journell, W. (2017). Fake news, alternative facts, and Trump: Teaching social studies in a post-truth era. Social Studies Journal, 37(1), 8-21.
Journell, W. (2017). From the editor. Theory & Research in Social Education, 45(1), 1-6. doi.org/10.1080/00933104.2016.1272328
Journell, W. (2017). Using film to contextualize simulations: A mock trial example. In W. B. Russell & S. Waters (Ed.), Cinematic social studies: A resource for teaching and learning social studies with film (pp. 385-404). Information Age. Book website
Journell, W., Levy, B. L. M., & Hartwick, J. M. M. (2017). Helping students address the elephant in democracy's room: An interactive approach to teaching about campaign finance. In C. Wright-Maley & T. Davis (Eds.), Teaching for democracy in an age of economic disparity (pp. 95-110). Routledge. Book website
Gomez, M., & Journell, W. (2017). Professionality, preservice teachers, and Twitter. Journal of Technology and Teacher Education, 25, 377-412.
Journell, W. (2016). Teacher political disclosure as parrhesia. Teachers College Record, 118(5), 1-36.
Journell, W. (2016). Making a case for teacher political disclosure. Journal of Curriculum Theorizing, 31(1), 100-111.
Journell, W. (2016). Introduction: Teaching social issues in the social studies classroom. In W. Journell (Ed.), Teaching social studies in an era of divisiveness: The challenges of discussing social issues in a non-partisan way (pp. 1-12). Rowman & Littlefield. Book website
Journell, W. (2016). September 11, 2001: The day that changed the world . . . but not the curriculum. In W. Journell (Ed.), Reassessing the social studies curriculum: Promoting critical civic engagement in a politically polarized, post-9/11 world (pp. xix-xxiii). Rowman & Littlefield. Book website
Journell, W., & Tolbert, L. C. (2016). Working together, not sharing the burden: A collaborative approach to developing pedagogical content knowledge with secondary social studies preservice teachers. In A. R. Crowe & A. Cuenca (Eds.), Rethinking social studies teacher education for twenty-first century citizenship (pp. 123-142). Springer. Book website
Hilburn, J., Journell, W., & Buchanan, L. B. (2016). A content analysis of immigration in traditional, new, and non-gateway state standards for U.S. History and Civics. The High School Journal, 99(3), 234-251. doi.org/10.1353/hsj.2016.0008
Heafner, T. L., Handler, L. K., & Journell, W. (2016). Do this, not that: Lessons learned for designing effective professional development. Social Education, 80(6), 381-384.
Heafner, T. L., Zimmerman, A., Triplett, N., & Journell, W. (2016). Bridging reading and writing through C3 inquiry. Social Education, 80(6), 343-349.
Carlone, H. B., Benavides, A., Huffling, L. D., Matthews, C. E., Journell, W., & Tomasek, T. (2016). Field ecology: A modest, but imaginable, contestation of neoliberal science education. Mind, Culture, & Activity, 23(3), 199-211. doi.org/10.1080/10749039.2016.1194433
Journell, W. (2015). We still need you! An update on the status of K-12 civic education in the United States. PS: Political Science & Politics, 48(4), 630-634. doi.org/10.1017/S104909651500089X
Journell, W., Beeson, M. W., & Ayers, C. A. (2015). Learning to think politically: Toward more complete disciplinary knowledge in civics and government courses. Theory & Research in Social Education, 43(1), 28-67. doi.org/10.1080/00933104.2014.1001106
Journell, W. (2015). Practical guidelines for creating online courses in K-12 education. In T. L. Heafner, R. Hartshorne, & T. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments (pp. 86-107). IGI Global. Book website
Journell, W. (2015). [Review of the book Tools for teaching social studies by J. Parsons & M. Schroder]. Teachers College Record.
Levy, B. L., Journell, W., He. Y., & Towns, B. (2015). Students blogging about politics: A study of students' political engagement and a teacher's pedagogy during a semester-long political blog assignment. Computers & Education, 88, 64-71. doi.org/10.1016/j.compedu.2015.04.010
Hewitt, K. K., Journell, W., & Zilonka, R. (2015). What the flip: Impact of flipped instruction on self-regulated learning. International Journal of Social Media and Interactive Learning Environments, 2(4), 303-325. dx.doi.org/10.1504/IJSMILE.2014.067638
Linton, J. N., & Journell, W. (2015). Meeting the demand for online education: A study of a state-run program designed to train virtual K-12 teachers. In T. L. Heafner, R. Hartshorne, & T. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments (pp. 45-65). IGI Global. Book website
Journell, W. (2014). Teaching politics in the U.S. History classroom. The History Teacher, 48(1), 55-69.
Journell, W. (2014). Analyzing the appropriateness of internet-based school news programs for social studies classrooms: CNN Student News as a case study. The Clearing House, 87(2), 53-58. doi.org/10.1080/00098655.2013.842532
Journell, W., Ayers, C. A., & Beeson, M. W. (2014). Tweeting in the classroom. Phi Delta Kappan, 95(5), 63-67. doi.org/10.1177%2F003172171409500514
Journell, W. (2014). K-12 online learning: The next frontier for social studies education. In W. B. Russell (Ed.), Digital social studies (pp. 21-43). Information Age. Book website
Journell, W., & Gomez, M. (2014). [Review of the book Essentials of middle and secondary social studies by W. B. Russell, S. Waters, & T. N. Turner]. Journal of Social Studies Research, 38(4), 227-228. doi.org/10.1016/j.jssr.2014.01.002
Journell, W., McFadyen, B., Miller, M. S., & Brown, K. K. (2014). K-12 online education: Issues and future research directions. In T. V. Yuzer & G. Eby (Eds.), Handbook of emerging priorities and trends in distance education: Communication, pedagogy, and technology (pp. 385-400). IGI Global. Book website
Beeson, M. W., Journell, W., & Ayers, C. A. (2014). When using technology isn't enough: A comparison of high school civics teachers' TPCK in one-to-one laptop environments. Journal of Social Studies Research, 38(3), 117-128. doi.org/10.1016/j.jssr.2014.03.001
Journell, W. (2013). What preservice social studies teachers (don't) know about politics and current events--and why it matters. Theory & Research in Social Education, 41(3), 316-351. doi.org/10.1080/00933104.2013.812050
Journell, W. (2013). Learning from each other: What social studies can learn from the controversy surrounding the teaching of evolution in science. The Curriculum Journal, 24(4), 494-510. doi.org/10.1080/09585176.2013.801780
Journell, W. (2013). Making every year a presidential election year: Using The West Wing's Santos/Vinick race to simulate election politics. Ohio Social Studies Review, 50(1), 6-16.
Journell, W., Ayers, C. A., & Beeson, M. W. (2013). Joining the conversation: Twitter as a tool for student political engagement. The Educational Forum, 77(4), 466-480. doi.org/10.1080/00131725.2013.822039
Journell, W., & Buchanan, L. B. (2013). Confronting educational politics with preservice teachers: Reactions to Waiting for Superman. Action in Teacher Education, 35(4), 252-271. doi.org/10.1080/01626620.2013.827601
Journell, W., & Buchanan, L. B. (2013). Fostering political understanding using The West Wing: Analyzing the pedagogical benefits of film in high school civics classrooms. Journal of Social Studies Research, 37(2), 67-83. doi.org/10.1016/j.jssr.2013.03.001
Journell, W., & Webb, A. W. (2013). When one-size methods class doesn't fit all: A self-study of teaching traditional and alternative licensure students together. Teacher Education and Practice, 26(1), 9-27.
Journell, W., Beeson, M. W., Crave, J. J., Gomez, M., Linton, J. N., & Taylor, M. O. (2013). Training teachers for virtual classrooms: A description of an experimental course in online pedagogy. In R. Hartshorne, T. L. Heafner, & T. M. Petty (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 120-143). IGI Global. Book website
Dressman, M., Journell, W., Babcock, A., Weatherup, N., & Makhoukh, A. (2013). Toward technology-mediated transcultural education: Learning from a discussion of politics and culture between American and Moroccan students. International Journal of Social Education, 24(2), 169-192.
Journell, W. (2012). Ideological homogeneity, school leadership, and political intolerance in secondary education: A study of three high schools during the 2008 Presidential Election. Journal of School Leadership, 22(3), 569-599. doi.org/10.1177%2F105268461202200306
Journell, W. (2012). Walk, don't run--to online learning. Phi Delta Kappan, 93(7), 46-50. doi.org/10.1177%2F003172171209300711
Journell, W., & Buchanan, L. B. (2012). Rethinking "general audience": A comparison of students' understanding of popular film in high school honors and general-level classes. American Secondary Education, 41(1), 31-51.
Journell, W., & Buchanan, L. B. (2012). Making politics palatable: Using television drama in high school civics and government classes. The Social Studies, 103(1), 1-11. doi.org/10.1080/00377996.2011.571302
Journell, W., May, L. A., Stenhouse, V. L., Meyers, L. E., & Holbrook, T. (2012). Scaffolding classroom discourse in an election year: Keeping a cool mood in a heated season. Social Studies and the Young Learner, 25(1), 6-9.
Rosales, J. K., & Journell, W. (2012). "Socializing economics": Using practical applications to enliven economic theory. Social Studies Research and Practice, 7(1), 51-60.
Dressman, M., Journell, W., & Mann, J. (2012). Teacher education: Qualitative research approaches. In S. Delamont (Ed.), Handbook of qualitative research in education (pp. 181-194). Edward Elgar. Book website
Journell, W. (2011). Teachers' controversial issue decisions related to race, gender, and religion during the 2008 Presidential Election. Theory & Research in Social Education, 39(3), 348-392. doi.org/10.1080/00933104.2011.10473459
Journell, W. (2011). Teaching the 2008 Presidential Election at three demographically diverse schools: An exercise in neoliberal governmentality. Educational Studies: A Journal of the American Educational Studies Association, 47(2), 133-159. doi.org/10.1080/00131946.2011.554590
Journell, W. (2011). The disclosure dilemma in action: A qualitative look at the effect of teacher disclosure on classroom instruction. Journal of Social Studies Research, 35(2), 217-244.
Journell, W. (2011). Teaching politics in secondary education: Analyzing instructional methods from the 2008 Presidential Election. The Social Studies, 102(6), 231-241. doi.org/10.1080/00377996.2011.558939
Journell, W. (2011). Social studies, citizenship education, and the search for an American identity: An argument against a unifying narrative. Journal of Thought, 46(3&4), 5-24.
Journell, W. (2011). The challenge of political instruction in a post-9/11 United States. The High School Journal, 95(1), 3-14. doi.org/10.1353/hsj.2011.0018
Journell, W. (2011). Staying civil. Educational Leadership, 68(6). Published online.
Journell, W., & Castro, E. L. (2011). Culturally relevant political education: Using immigration as a catalyst for civic understanding. Multicultural Education, 18(4), 10-17.
Journell, W., & Dressman, M. (2011). Using videoconferences to diversify classrooms electronically. The Clearing House, 84(3), 109-113. doi.org/10.1080/00098655.2010.538757
Wilson, P. H., & Journell, W. (2011). Lies, damn lies, and statistics: Uncovering the truth behind polling data. Social Studies Research and Practice, 6(1), 169-180.
Journell, W. (2010). The influence of high-stakes testing on high school teachers' willingness to incorporate current political events into the curriculum. The High School Journal, 93(3), 111-125. doi.org/10.1353/hsj.0.0048
Journell, W. (2010). Standardizing citizenship: The potential influence of state curriculum standards on the civic development of adolescents. PS: Political Science & Politics, 43(2), 351-358. doi.org/10.1017/S1049096510000272
Journell, W. (2010). Perceptions of e-learning in secondary education: A viable alternative to classroom instruction or a way to bypass engaged learning? Educational Media International, 47(1), 69-81. doi.org/10.1080/09523981003654985
Journell, W. (2010). [Review of the book Teaching what really happened: How to avoid the tyranny of textbooks and get students excited about doing history by J. W. Loewen]. The History Teacher, 43(2), 305-307.
Journell, W. (2009). Using YouTube to teach presidential election propaganda: Twelve representative videos. Social Education, 73, 325-329; 362-363.
Journell, W. (2009). An incomplete history: Representation of American Indians in state social studies standards. Journal of American Indian Education, 48(2), 18-32.
Journell, W. (2009). Setting out the (un)welcome mat: A portrayal of immigration in American history standards. The Social Studies, 100(4), 160-168. doi.org/10.3200/TSSS.100.4.160-168
Journell, W. (2009). Maximizing the potential of computer-based technology in secondary social studies education. Social Studies Research and Practice, 4(1), 55-70.
Journell, W. (2009). [Review of the book Teaching American history in a global context by C. Guarneri & J. Davis (Eds.)]. The History Teacher, 42(4), 516-517.
Journell, W. (2009). [Review of the book This happened in America: Harold Rugg and the censure of social studies by R. W. Evans]. The History Teacher, 42(3), 371-373.
Journell, W. (2008). Facilitating historical discussions using asynchronous communication: The role of the teacher. Theory & Research in Social Education, 36(4), 317-355. doi.org/10.1080/00933104.2008.10473379
Journell, W. (2008). When oppression and liberation are the online choices: The representation of African-Americans within state social studies standards. Journal of Social Studies Research, 32(1), 40-50.
Journell, W. (2007). Dewey and standardization: A philosophical look at the implications for social studies. Social Studies Research and Practice, 2(3), 301-315.
Journell, W. (2007). The inequities of the digital divide: Is e-learning a solution? E-Learning, 4(2), 138-149. doi.org/10.2304/elea.2007.4.2.138