Minimum State Standards for Secondary Social Studies Teacher Licensure: A National Update

Dumas, Wayne; Evans, Sam; Weible, Tom

doi:10.1080/00377999709603769

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…With the addition of more requirements comes the need for more teachers to have the ability to teach this "dismal science." However, research shows that many social studies teachers have less training in economics than any other social studies subject (Dumas, Evans, & Weible 1997;Walstad & Kourilsky 1999).…”

Section: Discussionmentioning

confidence: 99%

How Economists Read Economic Texts

2021

JHETP

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Using a "think aloud" framework previously applied to history, this research leads the investigation in how economists read economics text to improve students' abilities to meet standards calling for reading, thinking, writing, and speaking like practitioners. Economic education has the reputation for being a difficult subject to teach and learn which is evidenced by disappointing individual and national economic literacy outcomes. This research finds precision, close reading, sourcing, and re-reading to be important practices of economists, and begins to fill the gap in the disciplinary literacy and economic education literatures providing direction for research and disciplinary literacy tools for educators.

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Section: Discussionmentioning

confidence: 99%

How Economists Read Economic Texts

2021

JHETP

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“…Data from New York teachers indicate that economics classes in general were taught by cross-disciplinary teachers who had taken, on average, 2.49 courses in economics and 13% of teachers had never taken an economics course [9]. Other studies have confirmed this relative lack of preparation via economics coursework [10,11]. This lack of coursework manifests in preservice teachers who are often unfamiliar with economics content [12,13], and are, in general, ill-prepared to teach the subject in comparison to other disciplines within social studies [14].…”

Section: Introductionmentioning

confidence: 99%

Economics (Only) Now: The Temporal Limitations of Economics as Part of a Critical Social Studies Pedagogy

Shanks

2019

Education Sciences

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This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies education practice that seeks to analyze society, understand the past, and take action for a better future. Unfortunately, limited familiarity and content knowledge inhibit a broader application of the function of economics. Social studies teacher education must purposefully integrate economics content into the exploration of the past and a discussion of future action for justice in order to combat prevailing content knowledge issues in preservice teachers and to help them reconcile their purpose for teaching social studies through economics.

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