Reading The Room In Contentious Times: Relational Judgment and In-The-Moment Decision-Making In Social Studies Classrooms

This study examines how a high school social studies teacher makes “in-the-moment instructional decisions” during difficult moments. Using a qualitative case study, findings suggest that relational and emotional “vibe,” ongoing pedagogical adjustment, and the interaction between teacher knowledge, student prior knowledge, and instructional tools shape instructional decision-making.