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Abstract Building on research conducted over the past twenty years, this study examines teachers' attitudes toward teaching controversial issues in the classroom. Teachers' perceptions, previous research, and this survey indicated that social studies teachers do find value in discussing controversial issues, but perceived consequences may limit teachers in developing and teaching controversial issues. Keywords: controversial issuescritical reasoningreflective dialoguesocial issuessocial studies
Byford et al. (Fri,) studied this question.