Secondary Social Studies Teachers’ Time Commitment when Addressing the Common Core State Standards

Abstract

In 2010 the Common Core State Standards (CCSS) were officially released in America for mathematics and English language arts and soon adopted by 45 of the 50 states. However, within the English langue arts domain there were standards intended for secondary social studies teachers under the title, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Moreover, the CCSS have been advertised as being able to transform the way teachers teach. That is, social studies teachers are expected to alter their instructional practices as a direct result of the implementation of the CCSS. Therefore, this study examined, using a self-reporting survey, whether the instructional practices of secondary social studies teachers in one Southeastern state had been "transformed" by the CCSS.

“My assessment didn’t seem real”: The Influence of Field Experiences on Preservice Teachers’ Agency and Assessment Literacy

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Integrating News Media into History Classes to Teach both Content and Civic Literacy

“…As content areas not connected to high-stakes testing are often marginalized in the broader school curriculum, the Common Core standards' inclusion of an emphasis on informational texts to teach reading provided an opportunity to re-position and re-vitalize social studies education (Sharp & Purdum, 2019). However, since social studies teachers are often expected to alter their instructional practices as a direct result of the implementation of the Common Core standards, this can additionally reduce the amount of instructional time that can be devoted to teaching content and enrichment activities (Kenna & Russell, 2015).…”

Rendering Imagery in the Semantic Structure of Stable Terminological Word Combinations

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