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Results for 'Elementary social studies'
990 found
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- Examining Elementary Social Studies Preservice Teachers’ Dispositional Thinking about Museum Pedagogy.Janie Hubbard & Oluseyi Matthew Odebiyi - 2021 - Journal of Social Studies Research 45 (4):227-239.Evidence is limited on how elementary social studies preservice teachers make sense of museum settings and the use of museum artifacts for instruction, especially while consumed with learning how to teach. This study explored 81 elementary preservice teachers’ dispositional thinking toward museum pedagogy in a teacher education program. Objectives were to determine an overall dispositional thinking profile and also investigate possible distinct dimensions. The study employed descriptive and exploratory factor analysis (EFA) to establish systematically reliable factor (...)
- Teaching Elementary Social Studies during Snack Time and other Unstructured Spaces.Annie McMahon Whitlock & Kristy A. Brugar - 2019 - Journal of Social Studies Research 43 (3):229-239.It is common practice for social studies in the elementary school day to be integrated into other subject areas, especially language arts. Also common in an elementary school day are unstructured spaces such as snack time or recess. In this paper, we present findings from a larger study on social studies integration within various subject areas to explore how two teachers (first and fifth grade) integrated social studies into unstructured spaces. These teachers (...)No categories
- An Elementary Social Studies Teacher's Quest to Develop Democratic Citizens: The Boundaries of Ambitious Teaching.Tina L. Heafner & Jessica Norwood - 2019 - Journal of Social Studies Research 43 (3):187-198.Developing informed and participatory citizens is one of the aims of the National Council for the Social Studies’ (NCSS) vision of civic education. However, when aspiring to meet the call for meaningful civic education, teachers may find themselves at odds with other goals of accountability-driven school environments, creating contexts in which ambitious teaching becomes the answer to instilling democratic citizenship in students. The purpose of this study is to document the experience of such an ambitious teacher, chronicling a (...)
- Instructional Practices of Elementary Social Studies Teachers in North and South Carolina.Tina L. Heafner, George B. Lipscomb & Paul G. Fitchett - 2014 - Journal of Social Studies Research 38 (1):15-31.Using data from the Survey of the Status of Social Studies ( S4), this article describes the instructional decisions and practices of elementary teachers in two neighboring states, one where social studies is tested and another where it is not. We define students’ opportunity to learn within these states as a composite of three variables: time allocations for social studies (teacher reported instructional time), methods for teaching social studies (teacher reported instructional (...)
- Where is the Content?: Elementary Social Studies in Preservice Field Experiences.Andrea M. Hawkman, Antonio J. Castro, Linda B. Bennett & Lloyd H. Barrow - 2015 - Journal of Social Studies Research 39 (4):197-206.Anecdotal evidence has long lamented the status of social studies in elementary classrooms as observed by preservice teachers. As standardized testing has risen for mathematics and language arts, social studies has been pushed aside. In the aftermath of accountability legislation such as No Child Left Behind, research indicates that social studies is less visible in elementary classrooms due to an instructional focus on tested content areas (e.g. math, language arts, reading). In this (...)
- Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School.Julie Ollila & Marisa Macy - 2019 - Journal of Social Studies Research 43 (1):33-45.Since the advent of the No Child Left Behind Act of 2001, classrooms in the U.S. have experienced a steady decline in the amount of time teachers spend on social studies, with the elementary grades suffering the highest level of decline. There is currently a need to understand how teachers perceive the problem of insufficient social studies instruction time and gain their perceptions of curriculum integration as a solution. The purpose of the qualitative case study (...)
- Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi.Stephanie Schroeder, Natasha C. Murray-Everett, Jacob Gates & Sarah B. Shear - 2021 - Journal of Social Studies Research 45 (2):102-117.This study investigated approaches to the elementary social studies methods syllabus from instructors of courses across the United States. Using qualitative content analysis, we explored 48 methods syllabi using a deductive framework of Information Based Systems d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:3: 18:E: there is no attribute "volume" d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:3: 29:E: there is no attribute "issue" d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:3: 32:E: element "MetaIssue" undefined d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:4: 9:E: element "Provider" undefined d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:4: 9: open elements: MetaIssue d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:5: 4:E: element "TOC" undefined d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:5: 4: open elements: MetaIssue d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:6: 11:E: element "TocSection" undefined d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:6: 11: open elements: MetaIssue TOC d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:7: 8:E: (...)
- More social studies?: Examining instructional policies of time and testing in elementary school.Tina L. Heafner - 2018 - Journal of Social Studies Research 42 (3):229-237.Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 min to the instructional day and implemented a series of formative and summative assessments. Through classroom observations, interviews, time journals, and official school documents, this article describes underlying perceptions and priorities that (...)
- The relationship between the elementary social studies methods course and first year teachers' perspectives.M. G. Yon & J. Passe - 1993 - Journal of Social Studies Research 16 (1):33-43.Export citation
Bookmark - The Relationship between the Elementary Social Studies Methods Course and Student Teachers' Beliefs and Practices.Maria Yon & Jeff Passe - 1990 - Journal of Social Studies Research 14 (1):13-24.
- The State of Elementary Social Studies Teaching in One Urban District.Joyce H. Burstein, Lisa A. Hutton & Reagan Curtis - 2006 - Journal of Social Studies Research 30 (1).
- “Fitting It In”: Elementary Teachers Talk About Social Studies Instruction in Public School Classrooms.Michelle Bauml - 2023 - Journal of Social Studies Research 47 (3-4):147-160.The tenuous state of elementary social studies has been explained by scholars who cite lack of time and curriculum resources devoted to social studies; teachers’ emphasis on tested subjects; and instruction that distorts, trivializes, or omits social studies content. Integrating social studies with other core subjects has been positioned as a viable approach to address some of these challenges, but not all teachers have a healthy understanding of integration as an avenue (...)
- Preparing Elementary School Teachers for Social Studies Instruction in the Context of Edtpa.Sohyun An - 2017 - Journal of Social Studies Research 41 (1):25-35.In a context of high-stakes accountability in teacher education, concerns are emerging about challenges to the already tenuous position of elementary social studies teacher education. In this case study, the author administered a survey to elementary social studies teacher educators in Georgia and conducted follow-up interviews focusing on the impact of edTPA on elementary social studies teacher education and the ways in which they are navigating the new context of teaching
- Social Studies IS Being Taught in the Elementary School: A Contrarian View.Jennifer Evers Holloway & John J. Chiodo - 2009 - Journal of Social Studies Research 33 (2):235-261.
- Getting off the back burner: Impact of testing elementary social studies as part of a state-mandated accountability program.Kenneth E. Vogler, Timothy Lintner, George B. Lipscomb, Herman Knopf, Tina L. Heafner & Tracy C. Rock - 2007 - Journal of Social Studies Research 31 (2):20.
- Elementary students quilting through social studies.Linda Bennett - 2008 - Journal of Aesthetic Education 42 (1):90-99.In lieu of an abstract, here is a brief excerpt of the content:Elementary Students Quilting through Social StudiesLinda Bennett (bio)IntroductionIt is enchanting when over twenty students' quilt squares make a quilt. The common yet diverse techniques for making a quilt transform the students' quilt squares into a shared quilting experience. A quilt made by students in one classroom can demonstrate a unique characteristic of each student by combining their squares into a quilt about a common theme in the (...)
- Instructing preservice student teachers how to use a process of inquiry to teach elementary social studies.T. Puk - 1996 - Journal of Social Studies Research 20:39-44.Export citation Bookmark
- A retrospective examination of the Clio Club: An elementary social studies enrichment program offered as an extra-curricular activity.R. V. Morris - 2000 - Journal of Social Studies Research 4 (1):4-18.Export citation Bookmark
- The Clio Club: An Extracurricular Model for Elementary Social Studies Enrichment.R. V. Morris - 2000 - Journal of Social Studies Research 24 (1):4-18.No categoriesExport citation Bookmark
- A thousand truths?: The treatment of South Africa in American elementary social studies texts.L. D. Labbo & S. L. Field - 1994 - Journal of Social Studies Research 18 (2):27-33.Export citation Bookmark
- Embracing Controversy: Developing Skills in Pre-service Elementary Social Studies Teachers.J. J. Sheehan, L. Helgeson & J. Hoover - 2001 - Journal of Social Studies Research 25 (1):25-30.Export citation Bookmark
- Kindergarten Students’ Social Studies and Content Literacy Learning from Interactive Read-Alouds.Stephanie L. Strachan - 2015 - Journal of Social Studies Research 39 (4):207-223.Research suggests that although many elementary teachers integrate social studies with the language arts, this instruction tends to be poorly designed with little emphasis on social studies learning. This study examined an instructional method rarely used as a form of integration at the primary-grade level—interactive read-alouds of informational text—in order to determine the degree that this intervention might simultaneously build kindergarten students’ knowledge of economic concepts and content literacy in low-SES settings. As evidenced by students’ (...)
- Preparing elementary pre-service teachers for social studies integration in an alternative field placement.Sara B. Demoiny - 2020 - Journal of Social Studies Research 44 (1):51-59.As social studies receives less instructional time in elementary classrooms, elementary pre-service teachers (PSTs) observe little social studies instruction in their field placements. Social studies integration is one way to counteract the devaluation of social studies in elementary schools. This multiple case study examines the extent to which nine elementary PSTs were able to integrate social studies into lessons during an alternative field placement, an integratedSTEM camp. (...)
- Social studies education in Argentina: Hacia Una Ciudadania global?Erik Jon Byker & Violeta Vainer - 2020 - Journal of Social Studies Research 44 (4):355-365.The purpose of our article is to investigate and report on a document analysis study of social studies education in Argentina. In particular, our focus is on the progression of citizenship education and the inclusion of global perspectives in social studies education within Argentina's elementary schools. Like many other countries in the world, Argentina has followed a growing trend to include global perspectives in their national curricula. We investigate the contours of what this entails for (...)
- Is it Cute or Does it Count? Learning to Teach for Meaningful Social Studies in Elementary Grades.Michelle Bauml - 2016 - Journal of Social Studies Research 40 (1):55-69.Using a framework of conceptual and practical tools ( Grossman et al., 2000 ), this study explores ways in which a social studies methods course affected beginning teachers’ beliefs and pedagogical approaches for meaningful social studies instruction in elementary grades. Participants included 75 preservice teachers who completed open-ended questionnaires before and after the course, and again one year later as student teachers. Three participants were observed teaching social studies lessons during student teaching to (...)
- A Study of State Social Studies Coordinators' Views of the Common Core.Kathy Swan, John Lee & S. G. Grant - 2016 - Journal of Social Studies Research 40 (4):263-279.This study focused on the state-level implementation of the Common Core English Language Arts (CC-ELA) standards and the implications for state education department personnel in social studies. Researchers employed a mixed methods approach to data collection and analysis asking the following research questions: (1) How do state-level social studies coordinators understand the obligations and implications of the CC-ELA standards for social studies? and (2) What benefits and challenges do they anticipate the CC-ELA standards offer (...)
- Critical Thinking in Social Contexts: A Trajectory Analysis of States’ K-5 Social Studies Content Standards.Oluseyi Matthew Odebiyi & Ashley Tickle Odebiyi - 2021 - Journal of Social Studies Research 45 (4):277-288.This study investigates the trajectories of intended critical thinking in a social context present in the K-5 social studies content standards of six states. It considers how the nature of context-based critical thinking present in the standards’ benchmarks is represented. The findings reveal a complex dynamic in K-5 social studies content standards, which fundamentally expect young learners to advance their critical thinking in social context. But the content standards promote inconsistent critical thinking in a (...)
- The Devaluation of Social Studies in the Elementary Grades.Gahan Bailey, Edward L. Shaw Jr & Donna Hollifield - 2006 - Journal of Social Studies Research 30 (2).
- Two Traditions in the Social Studies Curriculum for the Elementary Grades.Beverly Milner Lee Bisland - 2009 - Journal of Social Studies Research 33 (2):155-196.
- Study of Allocated Social Studies Time in Elementary Classrooms in Virginia: 1987-2009.Gail McEachron - 2010 - Journal of Social Studies Research 34 (2):208-228.
- Stuck in a box: Elementary teacher education students’ perspectives of the impact of edTPA on social studies instruction.Katherine Perrotta - 2023 - Journal of Social Studies Research 47 (1):3-14.The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers on whether edTPA impacted their preparedness to teach social studies. Major findings show that while study participants found some benefits from edTPA for preparing to teach social studies, pre-service and in-service elementary teachers face significant challenges including time constraints, marginalized emphasis on teaching social studies, facilitating conversations about current events and contemporary issues, and accessing relevant professional development (...)
- Elementary Teacher Candidates' Construction of Criteria for Selecting Social Studies Lesson Plans for Electronic Portfolios.Cynthia Szymanski Sunal, Theresa McCormick, Dennis W. Sunal & Craig Shwery - 2005 - Journal of Social Studies Research 29 (1):7-17.Export citation Bookmark
- Preservice Elementary Teachers’ Economic Literacy: Closing Gates to Full Implementation of the Social Studies Curriculum.Kenneth V. Anthony, Rebecca C. Smith & Nicole C. Miller - 2015 - Journal of Social Studies Research 39 (1):29-37.The goal of this study was to determine if the level of preservice teachers’ economic literacy might serve as a gatekeeper to teaching economics competencies. The participants ( n=84) were teacher candidates in an elementary education program in their final methods courses prior to their teacher internship. The findings supported the intuitive belief that elementary teachers lack the economic literacy and confidence needed to teach economics concepts in the elementary curriculum. This deficit can serve as a gatekeeper (...)
- Two Traditions in the Social Studies Curriculum for the Elementary Grades: The Textbooks of Paul R. Hanna and Harold O. Rugg. [REVIEW]Beverly Milner Bisland - 2009 - Journal of Social Studies Research 33 (2):155-196.Export citation Bookmark
- Back on the Backburner? Impact of Reducing State-Mandated Social Studies Testing on Elementary Teachers' Instruction.Kenneth E. Vogler - 2011 - Journal of Social Studies Research 35 (2):163-190.
- Mobility In Elementary School And Science And Social Studies Achievement.R. Audette & B. Algozzine - 1998 - Journal of Social Studies Research 22:31-36.Export citation Bookmark
- Student Teacher Perceptions of Elementary School Social Studies: The Social Construction of Curriculum.Stuart B. Palonsky & Michael G. Jacobson - 1989 - Journal of Social Studies Research 13 (1):28-33.Export citation Bookmark
- Including Science/technology/society Issues in Elementary School Social Studies: Can We? Should We?Gerald W. Marker - 1987 - Bulletin of Science, Technology and Society 7 (1-2):225-232.No categories
- Elementary Teacher Candidates' Construction of Criteria for Selecting Social Studies Lesson Plans for Electronic Portfolios.Cynthia Szymanski, Theresa McCormick, Dennis W. Sunal & Craig Shwery - 2005 - Journal of Social Studies Research 29 (1).
- Conceptual shifts: Elementary preservice teachers' perceptions about a social studies methods course.L. M. Christensen & C. S. Sunal - 1997 - Journal of Social Studies Research 21:16-21.Export citation Bookmark
- Elementary Preservice Teachers Use of the Internet in Designing and Teaching Social Studies-Focused Integrated Units.C. Czymanski Sunal, C. Smith & D. W. Sunal - 1998 - Journal of Social Studies Research 22:7-13.Export citation Bookmark
- Elementary School Students’levels Of Gaining The Values In The Topics Related To Choosing Profession In Social Studies Course.Nadire Emel Akhan - 2013 - Journal of Turkish Studies 8:1-15.No categories
- Counter-narratives as resistance: Creating critical social studies spaces with communities.Tommy Ender - 2019 - Journal of Social Studies Research 43 (2):133-143.Social studies’ explanations of race can marginalize educators of color, due to a lack of focus in the curriculum or conversations in the classroom. This article addresses the problem through composite counter-narratives, created from collaborations between the author and current social studies teachers of color. Two teachers, Charlie Smith and Rosita Hernandez, describe their experiences learning and teaching social studies through the lens of community. Current research positions counter-narratives as a pedagogical tool for pre-service (...)
- Elementary Preservice Teachers' Navigation of Racism and Whiteness through Inquiry with Historical Documentary Film.Lisa Brown Buchanan - 2016 - Journal of Social Studies Research 40 (2):137-154.This descriptive case study explores how on cohort of 17 White elementary preservice teachers examined counter-narratives of racism and Whiteness in selected documentary films using a historical inquiry approach. Findings indicate that by joining documentary film and historical inquiry in elementary social studies education, teacher educators can foster preservice teachers' engagement with perspective recognition while developing historical content knowledge. This study also documents White preservice teachers' acceptance of racism and resistance towards unpacking their White privilege and (...)
- Using verbal protocol to examine construction of meaning from social studies texts.Kathryn L. Roberts & Kristy A. Brugar - 2022 - Journal of Social Studies Research 46 (2):135-151.Verbal protocol methodology is used to examine how fourth-grade students construct meaning as they read and respond to two informational social studies texts. Results indicate most students are active readers, often engaging in higher-level comprehension strategies and critical thinking as they read independently. However, critical thinking and comprehension processes are not often captured in their responses to end-of-reading questions (ERQ), which as a result have limited scope and utility for guiding social studies instruction. Results also indicate (...)
- Straight to the Sources: Analyzing Elementary Preservice Teacher Planning for Inquiry.Alexa M. Quinn & Alexandria Hakim - 2023 - Journal of Social Studies Research 47 (3-4):210-229.Through a multiphase coding process, the researchers examined the selection, characteristics, and planned use of 111 written, visual, oral, and material sources that preservice teachers incorporated into plans for inquiry-based elementary social studies instruction. Preservice teachers identified Google as their main tool for locating potential sources, selected far more secondary than primary sources, and varied widely in how they prepared sources for elementary students. Planned use of sources focused almost entirely on identifying key details, with limited (...)
- Disrupting narratives of racial progress: Two preservice elementary teachers’ practices.Ryan E. Hughes & Pratigya Marhatta - 2022 - Journal of Social Studies Research 46 (3):185-208.This study examined the approaches used by two preservice elementary school teachers as they designed and taught antiracist social studies lessons about civil rights history during a community-based field experience. Using a theoretical framework of racial pedagogical content knowledge (RPCK), we identified three domains of RPCK needed to enact antiracist elementary social studies teaching and analyzed how these domains surfaced during lessons and interviews. Our cross-case analysis revealed that both preservice teachers struggled to balance (...)
- Teachers’ Thoughts on Integrating Stem into Social Studies Instruction: Beliefs, Attitudes, and Behavioral Decisions.Brandt W. Pryor, Caroline R. Pryor & Rui Kang - 2016 - Journal of Social Studies Research 40 (2):123-136.This study investigated the beliefs that formed teachers’ intentions to integrate STEM content into their social studies instruction. Participants were 60 elementary, middle, and high school in-service teachers who attended a summer history workshop on Abraham Lincoln. Data were collected by qualitative and quantitative instruments. Beliefs about likely outcomes of integrating STEM, and beliefs about persons who would approve, or disapprove, of STEM integration were elicited from teachers, and content analyzed. The resulting outcome and normative beliefs were (...)
- Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers.James B. Howell & John W. Saye - 2016 - Journal of Social Studies Research 40 (1):25-37.This study examined whether scaffolded lesson study might contribute to the emergence of a shared professional teaching knowledge culture among 4th grade social studies teachers. The study reports findings from a three-year lesson study professional development project that sought to develop professional teaching knowledge for problem-based historical inquiry among participating teachers. Participants included six 4th grade State History teachers from three different schools and three different school systems. Using qualitative data collected during three yearlong lesson study cycles, we (...)
- K-6 Pre-Service Teachers’ Emerging Professional Identities as Social Studies Educators.Janie Hubbard - 2019 - Journal of Social Studies Research 43 (3):269-283.It is vital that social studies be an integral part of the elementary (Kindergarten-6) curriculum to prepare all children to participate in increasingly diverse democracies. This study's purpose was to investigate how nine planned and implemented social studies professional development activities, outside traditional classrooms, could impact five volunteer K-6 pre-service teachers’ beliefs about their emergent professional identities as social studies educators. This case study explored research questions primarily through qualitative methods. Research implications contribute (...)
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