Becoming an Elementary Social Studies Teacher: A Study of Perspectives

Goodman, Jesse; Adler, Susan

doi:10.1080/00933104.1985.10505496

Cited by 67 publications

(26 citation statements)

References 5 publications

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“…Often responses were even more general, such as the rationale statement provided by a second grade teacher: "Students should gain a good understanding of the world and its people and how they relate to one another in positive ways." These responses echoed those found in the 'social studies as human relations' perspective in the Goodman and Adler (1985) study. In this perspective, teachers emphasized "teaching children about themselves and how to cooperate" with other children and with the world around them" (p. 8).…”

Section: Respondents' Rationales For Social Studies Instructionsupporting

confidence: 73%

“…In their study of elementary teachers in Delaware, Thornton and Houser (1995) concluded there was "clearly a confusing array of beliefs concerning the aims and content of elementary social studies" in the state and that cultivation of a clearer conception of the social studies was one key ingredient in more effective integration of social studies in the elementary curriculum. Goodman and Adler (1985) conducted a multiple case study analysis of 16 elementary student teachers and found that 'official' concepts of social studies (such as those promoted by NCSS) had little to do with student teachers' own beliefs and actions in the Downloaded by [Fresno Pacific University] at 13:01 03 January 2015 classroom. Given this apparent relationship between beliefs and practice, what views of social studies-its importance, its goals, its benefit to students-did elementary teachers in Indiana hold?…”

Section: Respondents' Rationales For Social Studies Instructionmentioning

confidence: 99%

“…A brief review of the Goodman and Adler (1985) study might be helpful at this point. Goodman and Adler used classroom observation, field notes, and interview techniques to develop a description of six 'perspectives' on the social studies held by 16 elementary student teachers.…”

Section: Respondents' Rationales For Social Studies Instructionmentioning

confidence: 99%

See 2 more Smart Citations

“Reading and math take so much of the time…”: An Overview of Social Studies Instruction in Elementary Classrooms in Indiana1

VanFossen

2005

Theory & Research in Social Education

132

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This study reports the results of a comprehensive survey (59 fixed and 3 open-ended response items) of a stratified (by grade) random sample of K-5 teachers in Indiana (n = 594; response rate = 49.5%). Results indicated that social studies is becoming increasingly marginalized in the K-5 curriculum relative to other core subject areas (e.g., math and reading). Evidence from the study suggests that three factors may play a role in this marginalization:(1) perceived level of administrative support for implementing state social studies standards; (2) lack of state-wide assessments for social studies at K-5 level; and (3) teachers' lack of a clear understanding of the goals and mission of the social studies at K-5 level. Respondents were asked to describe their rationale for social studies at their respective grade level and to describe the value of social studies instruction for their students. Data concerning these rationale statements were analyzed, and eight distinct categories emerged. Less than 30% of respondents offered rationales that incorporated the widely agreed-upon mission of social studies instruction-citizenship education. The report concludes with a call to revisit and rewrite the 1989 NCSS Position Statement on Social Studies for Early Childhood and Elementary School Children to address the continued marginalization of K-5 social studies in the post-'No Child Left Behind' climate.

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Section: Respondents' Rationales For Social Studies Instructionsupporting

confidence: 73%

Section: Respondents' Rationales For Social Studies Instructionmentioning

confidence: 99%

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“Reading and math take so much of the time…”: An Overview of Social Studies Instruction in Elementary Classrooms in Indiana1

VanFossen

2005

Theory & Research in Social Education

132

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“…Two decades ago, Goodman & Adler (1985) explored preservice elementary teachers conceptions of the social studies and details how participants placed the social studies as a subject in the American school system in six categories: social studies as a "non-subject", human relations, citizenship, school knowledge, the great connection, and social justice. Similarly, Alicia Crowe, Todd Hawley and, Elizabeth Brooks (2012) explored the perspectives of 19 preservice social studies teachers in a way that delved into how their experiences in schools as students affected their perceptions of the traditional social studies teachers.…”

Section: Limited Associations Between Teaching and Democratic Educatimentioning

confidence: 99%

Preservice Social Studies Teachers' Perspectives and Understandings of Teaching in the Twenty-First Century Classroom: A Meta-Ethnography

Tannebaum¹

2015

JSSER

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This meta-ethnography explores the conceptions preservice social studies teachers have toward broad theories of democratic education. The author synthesizes and analyzes empirical research to find a consensus on preservice teachers' conceptions of the social studies. Findings suggest that social studies teacher candidates enter teacher education programs with limited understandings of the broad aims of education and often exit programs unable to make proper associations between the classroom and theories of social justice, democratic education, and equality and equity. The author calls for more research exploring the extent to which preservice teachers internalize theories advocated for within teacher education.

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“…It was emphasized that the teacher's qualifications as well as attitudes and expectations played a significant role in academic achievement and social education applications in primary school (Brophy, Alleman, & Halvorsen, 2012). Teachers' opinions on the nature of social studies playing an important role in the context of social education in primary school were found to have an influence on teachers' attitudes adopted during the teaching process (Farris, 2015;Goodman & Adler, 1985;Owens, 1997;Rapoport, 2015). Teachers' attitudes and beliefs on the teaching field can be considered as a significant factor having an effect on putting the curriculum into practice.…”

Section: Introductionmentioning

confidence: 99%

How Can I Describe The Social Studies Curriculum? A Case Study

Aktan¹

2016

JSSER

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Abstract:The aim of this study is to determine the opinions of a multigrade class teacher on the nature of social studies lesson, the structure of the social studies curriculum, and the teaching process of social studies lesson. The study was structured in line with a holistic single case design which is contained in the tradition of qualitative research. The teacher participating in the study is 29 years old and has been serving as a teacher for 7 years. The data collection tools used in the study were semi-structured interview form and observation form. In the process of designing the data collection tools, the literature was reviewed and the expert opinions were taken into account. The expert opinion was also considered with regards to the validity and reliability of the questions included in the interview form and the questions on which the experts had a mutual consensus were determined and included in the list of questions. The content analysis was used in the analysis of the findings obtained from the study and the themes were determined after the records of the interviews had been deciphered. Three themes, which are the nature of the social studies, opinions on the social studies curriculum, and opinions on how to put into practice the social studies curriculum more efficiently in village schools, were determined within the scope of the study. The themes determined in this regard were analyzed within the context of the problematic of the study. Based on the findings obtained from the study, the opinions of the multigrade class teacher on the nature of social studies were found to be consistent, social studies were found to be an essential discipline to achieve citizenship skills, and the opinions of the teacher on putting into practice the social studies curriculum were found to be positive. The suggestions provided by the study within the context of the challenges encountered in the process of teaching social studies in village schools include the following: a separate curriculum should be designed for village schools, teacher's guidebooks should be adapted to the village conditions, and particularly, the information technology applications should be developed in terms of quality.

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Becoming an Elementary Social Studies Teacher: A Study of Perspectives

Cited by 67 publications

References 5 publications

“Reading and math take so much of the time…”: An Overview of Social Studies Instruction in Elementary Classrooms in Indiana1

“Reading and math take so much of the time…”: An Overview of Social Studies Instruction in Elementary Classrooms in Indiana1

Preservice Social Studies Teachers' Perspectives and Understandings of Teaching in the Twenty-First Century Classroom: A Meta-Ethnography

How Can I Describe The Social Studies Curriculum? A Case Study

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