Publications

Edited Book

1. Maguth, B., & Wu, G. (2020). Global learning with the C3 framework in the K-12 social studies classroom. New York: Routledge.
2. Maguth, B, & Hilburn, J. (2015). The state of global education: Learning with the world and its people. New York: NY: Routledge.
3. Maguth,B. (2012). New Directions in Social Education Research: The Influence of Technology and Globalization on the Lives of Students. Charlotte, NC: Information Age Publishing.

Book Series Editor

1. Research in social education. Information Age Press, (2015-Present).

• Alviar, T., & Baildon, M. (2021). Research on Global Citizenship Education in Asia: Conceptions, Perceptions, and Practice
• Myers, J. (2020). Research on Teaching Global Issues.
• King, G. (2019). Perspectives on the black history in schools.
• Gunel, E. (2018). Controversial Issues in Social Studies Education in Turkey: The Contemporary Debates.
• Martell, C. (2017). Research in social studies teacher education: Critical issues and current perspectives.

Refereed Book Chapters (selected)

1. Daviso, A., Maguth, B., Buchwald, N. (2020). A “lived-in model” to preparing teachers. In P. Chandler & Lisa Barron (Eds.), Rethinking school-university partnerships: A new way forward. Charlotte, NC: Information Age Press.
2. Maguth. B. (2017). A “lived-in” secondary social studies methods course. In S.G. Grant, K. Swan, & J. Lee (Eds.) Teaching social studies: A methods book for methods teachers. Charlotte, NC: Information Age Press.
3. Maguth, B., & Yamaguchi, M. (2014). Online autobiographies and discussions in global and multicultural teacher education: A safe place to discuss culture, identify, power, & privilege. In K. Kushner & J. Dowdy (Eds.), From the margins toward the mainstream: Activities to enhance social justice awareness in literacy education & the arts (p. 79-86). Lanham, MD: Rowman Littlefield.

Refereed Journal Articles (selected)

• Maguth, B., & Yamaguchi, M. (2020). Lessons from A-bomb survivors: Researching Hiroshima and Nagasaki victims’ perspectives for use in U.S. social studies classrooms. The Journal of Social Studies Research, 44(1). [In-Press].
• Maguth, B., & Koskey, K. (2019). Preparing urban youth to live-up to their civic promise? Researching youth positionality of civic engagement using an arts-based instrument. Journal of Social Studies Education Research, 10(1), 1-37.
• Maguth, B., Tomer, A., & Apanius, A. (2019): The despair to empowerment curricular curve in global education: Lessons from a seventh-grade world history classroom, The Social Studies, 110(1), 43-50.
• Maguth, B., & Yang, H. (2019). The United Nations Sustainable Development Goals as a global content framework? Journal of International Social Studies, 9(1), 3-21.
• Maguth, B., & Daviso, A.W. (2018). "Lived-in": Embedding teacher education in middle & secondary classrooms. Teacher Education and Curriculum Studies, 4(1), 19-26.
• Maguth, B., & Daviso, A. (2018). A “lived-in model” to teacher education: The impact of embedding pre-service teacher education on secondary student learning. Creative Education, 9(10), 1504-1524.
• Maguth, B., Boit, R., Muenz, & L., Smith, F. (2016). Grappling with death and loss through children’s literature in the social studies. Social Studies Research and Practice, 10(3), 80-87.
• Maguth, B., List, J., & Wunderle, M. (2015). Teaching social studies with video games. The Social Studies, 106(1), 32-36.
• Hilburn, J., & Maguth, B.M. (2014). Spatial citizenship education: Civics teachers’ instructional priorities and approaches. Journal of Social Studies Research, 38(4), 1-12.
• Maguth, B. (2014). Digital bridges for global awareness: Pre-service social studies teachers’ experiences using technology to learn from and teach students in Thailand. Journal of International Social Studies, 4(1), 42-59.

Refereed Conference Proceedings (selected)

• Koskey, K.L., Alshabani, N., Maguth, B.M., Daviso, Al, & Greer, A. (2019). Applications of a treatment fidelity framework for systematic reporting in school-based mentor programs: Illustrations using i.c.a.r.e mentoring in the United States. Proceedings of the International Conference of Education, Research and Innovation in Seville, Spain, November, 2019.
• Daviso, A., & Maguth, B. (2018). Moving educational preparation programs to authentic settings: Lessons learned from the field. International Teacher Education Conference, ITEC 2018 Proceeding Book Indiana University, IN, USA. (1), 272-279.
• Maguth, B., & Daviso, A. (2017). "Lived-in": Embedding teacher education in middle and secondary classrooms. In A.C. IIhan, A. Isman, C., Birol, & A. Eskicumali (Eds), Proceedings of the International Teacher Education Conference in Cambridge, MA, August, 2017.

Invited Book Chapters (selected)

• Maguth, B., & Wu, G. (2020). Global Learning in the Social Studies Classroom. In B. Maguth & G. Wu (Eds.), Global learning with the C3 framework in the K-12 social studies classroom. New York: Routledge.
• Maguth, B. (2020). Global Learning in the Social Studies Classroom. In B. Maguth & G. Wu (Eds.), Inquiry-Oriented Global Learning Based on the C3 Framework. New York: Routledge.
• Maguth. B., & Hilburn, J. (2015). The state of global education: Learning with the world and its people. In B. Maguth & J. Hilburn (Eds.), The state of global education: Learning with the world and its people. New York, NY: Routledge.