Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi

Schroeder, Stephanie; Murray-Everett, Natasha C.; Gates, Jacob; Shear, Sarah B.

doi:10.1016/j.jssr.2020.07.001

Cited by 7 publications

(8 citation statements)

References 102 publications

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“…Moreover, having an integrative stance that fails to draw on anti-bias, anti-oppressive, and/or justice-oriented foundations does little to advance the kinds of transformative systems of education (Blevins & Talbert, 2016) needed in today’s society. Schroeder et al (2021) expressed this concern after reviewing 48 elementary social studies methods syllabi, cautioning that “social studies will continue to be a handmaiden to language arts and literacy” if continually taught through integration (p. 112). An integrated stance to social studies is therefore the most advantageous of the four stances identified in this investigation, but it is an insufficient marker of exemplary teaching overall.…”

Section: Discussionmentioning

confidence: 99%

“…In other words, prospective teachers could benefit from becoming integrated thinkers themselves as they learn about approaches to teaching social studies and ELA. Teacher educators who already address integration in their methods courses (Schroeder et al, 2021) may find the stance framework useful in conversations with preservice teachers about prioritizing both the quality and quantity of social studies in practice.…”

Section: Discussionmentioning

confidence: 99%

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“Fitting It In”: Elementary Teachers Talk About Social Studies Instruction in Public School Classrooms

Bauml

2023

The Journal of Social Studies Research

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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 for robust social studies instruction. This qualitative study explores 14 elementary teachers’ stances to social studies as a core content area—with particular emphasis on content integration—in public schools. By investigating ways in which practicing teachers talk about social studies in their classrooms, this paper adds to the growing body of scholarship documenting the peripheral status of social studies in early grades. Findings offer theoretical implications for interpreting how and why social studies continues to be marginalized in early grades by focusing on participants’ healthy and unhealthy understandings of content integration.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“Fitting It In”: Elementary Teachers Talk About Social Studies Instruction in Public School Classrooms

Bauml

2023

The Journal of Social Studies Research

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“…In addition to limited instructional time, researchers have suggested that teachers are less likely to engage in inquiry due to a lack of examples and support (Saye & Social Studies Inquiry Research Collaborative, 2013) and limited content knowledge and pedagogical knowledge from teacher preparation programs (An, 2017; Fragnoli, 2005; Schroeder et al, 2021). Teachers are less likely to see examples of social studies instruction in field placements (Hawkman et al, 2015), and in many settings, teacher preparation coursework does not include opportunities to rehearse social studies planning or practice (Bolick et al, 2010).…”

Section: The Marginalization Of Elementary Social Studies In General ...mentioning

confidence: 99%

“…As of 2017, the C3 Framework was referenced in learning standards or frameworks of 23 U.S. states (Hansen et al, 2018). As a result, a growing number of elementary methods courses have taken up this framework to structure pre-service preparation experiences (Schroeder et al, 2021).…”

Section: Inquiry-based Instructionmentioning

confidence: 99%

“…The IDM planning template organizes the content of inquiry: an overarching compelling question, supporting questions, featured sources, and tasks to structure student's engagement with these sources. The IDM template also specifies the development of opportunities for students to take informed action, placing IDM in alignment with social justice pedagogies (Crowley & King, 2018), though critics emphasize that transformative, humanizing pedagogy is not explicitly part of the framework (Schroeder et al, 2021).…”

Section: The Inquiry Design Modelmentioning

confidence: 99%

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Straight to the Sources: Analyzing Elementary Preservice Teacher Planning for Inquiry

Quinn,

Hakim

2023

The Journal of Social Studies Research

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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 opportunities designed for students to contextualize sources, examine bias, or corroborate evidence. Implications for teacher education related to source selection and analysis are discussed.

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The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019

Jay

2022

Theory & Research in Social Education

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Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi

Cited by 7 publications

References 102 publications

“Fitting It In”: Elementary Teachers Talk About Social Studies Instruction in Public School Classrooms

“Fitting It In”: Elementary Teachers Talk About Social Studies Instruction in Public School Classrooms

Straight to the Sources: Analyzing Elementary Preservice Teacher Planning for Inquiry

The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019

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