“A Better Vision of What Social Studies Can Be”: How Elementary Teachers’ Philosophies Influence Their Use of the<i>History Alive!</i>Textbook

Hintz, Kathryn

doi:10.1080/00933104.2013.876697

Cited by 11 publications

(10 citation statements)

References 27 publications

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“…Indeed, teachers might learn new procedures very well in PD and have good knowledge about how to enact them, but if they do not believe the procedures are worthwhile for their students, they may be unlikely to implement and sustain the new practice as others have demonstrated in previous studies. Thus, we agree with Hintz (2014) who argued for the need to study how teachers participating in PD reconcile their beliefs with the new concepts and how they translate those ideas into practice.…”

Section: Discussionsupporting

confidence: 76%

“…Researchers have long been interested in understanding teacher beliefs (Avalos, 2011) because beliefs about students, teaching, and learning appear to guide teachers’ decision-making across a number of areas including social studies (Hintz, 2014); science, mathematics (Isiksal-Bostan et al, 2015); English language instruction (Farrell & Ives, 2015); and pre-kindergarten instruction (Scull et al, 2012). The positive relationship between beliefs and practices also exists in a myriad of instructor roles including pre-kindergarten teachers (Scull et al, 2012), primary and secondary classroom teachers (Devine et al, 2013), and university teachers (Nghia, 2017).…”

mentioning

confidence: 99%

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Teachers’ Beliefs and Their Students’ Progress in Professional Development

Rodgers

D’Agostino

Berenbon

et al. 2022

Journal of Teacher Education

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We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting groups of teachers, those whose students had lower progress and those who had higher. While initially in the fall, lower progress and higher progress teachers differed little in their alignment of beliefs with program features; over time, higher progress teachers trended toward beliefs that were aligned with program features, whereas lower progress teachers trended away. Findings suggest the need for an additional component to Guskey’s model of teacher change: attributing student progress to the new instructional practices learned in PD.

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Section: Discussionsupporting

confidence: 76%

mentioning

confidence: 99%

Teachers’ Beliefs and Their Students’ Progress in Professional Development

Rodgers

D’Agostino

Berenbon

et al. 2022

Journal of Teacher Education

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“…Similar results have been reported previously but on social studies (e.g. Hintz, 2014;Kon, 1995). These studies together raise questions about the influence of textbooks.…”

Section: Discussionsupporting

confidence: 90%

“…Our results raise questions about textbook influence. Whereas Hintz's (2014) case study indicates that teachers' beliefs affect the way they utilize a textbook, we suggest the reverse; textbooks might affect teachers' views on what history is about, especially as teachers may work with the same material for many years. It appears that traditional textbooks presenting history as simplified recounts might promote mainly content-areaand cultural literacy.…”

Section: Discussionmentioning

confidence: 65%

Nature of Literacy Instruction in Elementary School History Lessons

Khawaja

Puustinen

2022

L & L

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This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a textbook while primary sources were few. The textbook was typically addressed as a neutral source of information. Teachers used visual texts only briefly and to support an existing narrative. None of the teachers modeled reading strategies specific to history. The teacher profiles suggest diverse approaches to literacy but the practices used by teachers point more to content-area and cultural literacy than disciplinary literacy. Implications for elementary literacy and history instruction are discussed.

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“…Textbooks are among the many multimodal sources of information that students will encounter in the study of history. To be sure, although students will ideally use multiple sources when reasoning about a historical question, they are often asked to use textbooks as their only resource (Bain, 2006;Hintz, 2014;Levstik, 2008;Passe & Patterson, 2013). Reading from a textbook may seem simplistic, but we may alternatively view them as a collection of texts, with verbal and visual modes working in coordination to influence the meaning as a whole (Eilam & Ben-Peretz, 2010).…”

Section: Research On Multimodal Literacymentioning

confidence: 99%

Students’ Use of Data Visualizations in Historical Reasoning: A Think-Aloud Investigation with Elementary, Middle, and High School Students

Shreiner

2019

The Journal of Social Studies Research

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Data literacy – the ability to analyze, interpret, evaluate, and use data and data visualizations – has become increasingly important for understanding and communicating information in the discipline of history. In the United States, curricular standards and standardized assessments already reflect this importance, but educators lack a clear picture of how students use data visualizations when reasoning about the past. How do students use data visualizations when reasoning about a historical question? To what degree does using data visualizations enhance students’ historical reasoning? What challenges do students face when attempting to use data visualizations? This study addresses these questions, investigating how fifth-grade, eighth-grade, and high school students use data visualizations from typical school textbooks. Twenty-seven students were interviewed, surveyed, and asked to think aloud about a historical question while using a textbook entry that included a data visualization. Results from qualitative and quantitative analyses highlight the potential for data visualizations to enhance historical reasoning. However, results also indicate that students are unlikely to read data visualizations on their own, underscoring the importance of providing targeted data literacy instruction.

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“A Better Vision of What Social Studies Can Be”: How Elementary Teachers’ Philosophies Influence Their Use of theHistory Alive!Textbook

Cited by 11 publications

References 27 publications

Teachers’ Beliefs and Their Students’ Progress in Professional Development

Teachers’ Beliefs and Their Students’ Progress in Professional Development

Nature of Literacy Instruction in Elementary School History Lessons

Students’ Use of Data Visualizations in Historical Reasoning: A Think-Aloud Investigation with Elementary, Middle, and High School Students

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