Outliers: Elementary Teachers Who Actually Teach Social Studies

Abstract

This mixed methods study identified six elementary teachers, who, despite the widespread marginalization of elementary social studies, spent considerable time on the subject. These six outliers from a sample of forty-six Michigan elementary teachers were interviewed, and their teaching was observed to better understand how and why they deviate from the norm. An autonomy-versuscontrol continuum is used to frame how teachers decide what, when, and how to teach. Challenging existing literature that suggests that additional attention to elementary social studies comes from testing pressure or by providing teachers with autonomy, findings of this study reveal that five of the six teachers taught social studies frequently and extensively because their schedules were externally controlled to designate specific time for social studies instruction.

Did it count?: Preservice teachers’ reflections on teaching with primary sources

“…Although these findings are disconcerting, they hardly are surprising. The lack of social studies instruction in these elementary classrooms affirms the body of research on the marginalization of social studies in elementary classrooms (Anderson, 2014; Fitchett et al , 2014; Leming et al , 2006; Rock et al , 2006; VanFossen, 2005).…”

“…Sadly, this situation does not seem to be improving. Recent studies (Anderson, 2014; Fitchett et al , 2014) highlight the fact that elementary social studies continues to be marginalized due to high stakes testing and administrative demands. In addition to the reduction in time spent teaching social studies, there has been a decline in the quality of lessons taught (Starr, 2012).…”

Committed to differentiation and engagement: A case study of two American secondary social studies teachers

“…Behind Act (NCLB) have resulted in a greater emphasis on English-language arts (ELA) and mathematics, thus marginalizing social studies instruction, particularly at the elementary level (Anderson, 2014;Guidry et al 2010). According to a report by the US Center on Education Policy, since the enactment of the NCLB, 44% of districts have 1 Northern Michigan University 2 Northern Michigan University…”

El Trabajo Cooperativo en El Grado De Educaci�n Infantil. Elaboraci�n De Recursos Did�cticos Para E

“…Partiendo de que los y las alumnas carecen de la formación didáctica para poder innovar (Turner, 2012) se cree necesaria una innovación de la práctica docente en las ciencias sociales para suplir estas necesidades y potenciar así el diseño de recursos didácticos innovadores en general. No obstante, no se trata solo de conocer los recursos, las estrategias y metodologías, sino de integrar estos contenidos con los disciplinares propios de las ciencias sociales (Anderson, 2014;Misco, 2013;Schulman, 1987).…”