The current study explores role retreatism in secondary social studies teachers who coach athletics. The purpose of this study was to determine the extent to which social studies teacher-coaches retreat towards coaching and reasons for such prioritization. A case study relying primarily on interview and document data was conducted which included three secondary social studies teachers who coach football in the southeastern United States. Results indicate that participants prioritized coaching over teaching to cope with role conflict. The study further highlights (...) the unequal rewards system in American schools, which promotes athletics over academics. (shrink)

Social studies teachers are frequently athletic coaches who are often criticized for prioritizing coaching over teaching. The purpose of this study is to investigate the experiences of preservice social studies teachers regarding the relationship between coaching and teaching with respect to hiring in middle and secondary schools. The researchers employed phenomenological research methods to investigate the hiring experiences of social studies teacher candidates. Survey and interview data were collected from social studies teacher candidates at the three largest universities in a (...) southeastern state. Results illuminate a pervasive coaching contingency that many social studies teacher candidates face. Social studies teacher candidates perceived that willingness to coach a sport is the most important factor, other than teaching, to be hired to teach—particularly at the high school level. (shrink)

Evidence found in The New York Times from 1939 to 1945 and corroborating sources are used to demonstrate the impact of the Second World War on the progressive educational movement. We posit that December 7, 1941 initiated the waning of the progressive education movement in the secondary social studies curriculum. Progressive education emphasized a child-centered, experiential curriculum, an issues-centered approach to learning, and a critical analysis of society. Our findings indicate that the educational climate during the Second World War initiated (...) a shift from questioning American institutions to celebrating them. Education became more centralized and many educational organizations were mobilized to support the war effort. Specifically, the secondary social studies curriculum became one of several propaganda vehicles in support of the war. In addition, colleges and universities became training grounds for teachers, defense workers, and soldiers. A war on the home front ensued. The progressive secondary social studies curriculum itself was viewed as placing the nation at risk. While other factors such as the Back-to-Basics movement and the Cold War contributed to the waning of the secondary progressive educational movement, World War Two (WWII) set the decline in motion. (shrink)