No Respect, No Respect at All: Some Thoughts on Teaching History

Stanley, Gregory Kent; Baines, Lawrence

doi:10.1093/maghis/15.1.74

Cited by 3 publications

(6 citation statements)

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“…Similarly, Weller (2002) stipulates that even when social studies teachers expressed no desire to coach, they were more frequently assigned coaching duties as compared to other core disciplines. In fact, Stanley and Baines (2000) found that more than 54% of job postings for secondary history teachers in Georgia were linked to coaching jobs—more than any other discipline, including PE (50%).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Social studies teachers may also perceive such a career contingency (Brown and Sieben, 2013;Chiodo et al, 2002;Weller, 2002). Stanley and Baines (2000) posit that administrators frequently assign coaches to teach social studies despite their qualifications because it is perceived as the "least damaging" to a child's education. Studies of the job perceptions of PE teacher-coaches suggest that they retreat toward coaching because they believe it is what they were truly hired to do (Ressler, Richards, and Wright, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Social studies teacher applicants are often hired as teacher-coaches; many perceive that their hire is contingent upon their willingness to coach (Brown and Sieben, 2013). Yet social studies teacher-coaches are often negatively portrayed as the coaches who teach—as those who care far more about coaching than they do teaching (Stanley and Baines, 2000). A true conundrum exists: social studies teachers are hired to be coaches, and then criticized for developing a coaching preference.…”

Section: Introductionmentioning

confidence: 99%

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Role retreatism of social studies teacher-coaches: An unequal balancing act

Conner

2020

The Journal of Social Studies Research

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The current study explores role retreatism in secondary social studies teachers who coach athletics. The purpose of this study was to determine the extent to which social studies teacher-coaches retreat towards coaching and reasons for such prioritization. A case study relying primarily on interview and document data was conducted which included three secondary social studies teachers who coach football in the southeastern United States. Results indicate that participants prioritized coaching over teaching to cope with role conflict. The study further highlights the unequal rewards system in American schools, which promotes athletics over academics.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Role retreatism of social studies teacher-coaches: An unequal balancing act

Conner

2020

The Journal of Social Studies Research

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“…For example, two-thirds of history teachers in Georgia are teaching out-of-field. 5 There is no excuse for making learning dull, either as a lecturer or a facilitator. However, as a facilitator, the teacher is not required to know any of the answers.…”

Section: The Evils Of Rote Learningmentioning

confidence: 99%

‘We Want to See the Teacher’

Baines¹,

Stanley²

2000

Phi Delta Kappan

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Constructivism and the Rage Against Expertise W HEN DISCO was king, protest bumper stickers began to appear that proclaimed, "Disco stinks! We want to see the band." Many disco bands at the time actually consisted of a couple of guys with access to synthesizers and drum machines that could keep a beat. These bands never went on tour for the simple reason that there was no real band behind the machinery. Similarly, students today want to see the teacher, although in many cases the teacher has been banished to the scrap heap by the currently popular educational theory known as constructivism. Textbooks tell us that constructivism is student-centered and is on the opposite side of the continuum from subject-centered or teacher-centered instruction. 1 According to constructivist thinking, "knowledge is personal, and arises out of experiences and interactions which are unique to each individual." The teacher's role is to "facilitate personal learning by establishing a community of learners, and by making it clear to the student that he or she is part of that community." 2 In truth, many aspects of constructivism are commendable. Few could quarrel with the desire for students in a class to feel that they belong to a "community of learners." The drive to engage students actively in their learning is timely. But somewhere, somehow, the constructivist paradigm has become as inflexible as the instructional approach its proponents are eager LAWRENCE A.

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“…Even when they express little desire to coach prior to hiring, social studies teachers are commonly assigned coaching duties (Weller, 2002). Job listings for social studies positions are frequently linked to coaching positions either explicitly or tacitly (Stanley & Baines, 2000). Administrators admit to sometimes hiring less qualified teacher-coaches at the expense of non-coaches (Ripley, 2013).…”

Section: Introductionmentioning

confidence: 99%

Coaching to Teach: Preservice Social Studies Teachers’ Experiences with a Hiring Contingency

Conner

Bohan

2021

The Journal of Social Studies Research

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Social studies teachers are frequently athletic coaches who are often criticized for prioritizing coaching over teaching. The purpose of this study is to investigate the experiences of preservice social studies teachers regarding the relationship between coaching and teaching with respect to hiring in middle and secondary schools. The researchers employed phenomenological research methods to investigate the hiring experiences of social studies teacher candidates. Survey and interview data were collected from social studies teacher candidates at the three largest universities in a southeastern state. Results illuminate a pervasive coaching contingency that many social studies teacher candidates face. Social studies teacher candidates perceived that willingness to coach a sport is the most important factor, other than teaching, to be hired to teach—particularly at the high school level.

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No Respect, No Respect at All: Some Thoughts on Teaching History

Cited by 3 publications

References 1 publication

Role retreatism of social studies teacher-coaches: An unequal balancing act

Role retreatism of social studies teacher-coaches: An unequal balancing act

‘We Want to See the Teacher’

Coaching to Teach: Preservice Social Studies Teachers’ Experiences with a Hiring Contingency

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