Survey on the Status of Social Studies: Development and Analysis

Abstract

In this paper, we outline the rationale for developing the Survey of the Status of Social Studies (S4). The instrument contains items for analyzing the organizational structure, instructional decision-making, professional attitudes, and demographics of social studies teachers. Nationally-inclusive data generated from this survey analysis were used to examine the technical and theoretical validity of the instrument. Incorporating factor analysis, findings suggest constructs embedded within S4 related to social studies pedagogy, content emphases, and technology-use that reflect extant theory. As such, the S4 and accompanying nationwide data set offer social educators a valuable resource for fostering professional development and policy.

Instructional Practices of Elementary Social Studies Teachers in North and South Carolina

“…Using Chi-square to compare teacher responses by state, significant statistical differences were found in six of these strategies (see Table 5). We excluded “whole class discussion” due to item interpretation issues uncovered in the technical report of the Survey of the Status of Social Studies ( S4 ) (Fitchett & VanFossen, 2013).…”

“…The instrument was developed and field-tested to establish validity and reliability (c.f. Fitchett & VanFossen, 2013) and was administered by members of a nation-wide research team within 44 states ( n= 11,295). Lack of access to state teacher employment records prohibited stratifed, random sampling in the majority of states.…”

“…Lack of access to state teacher employment records prohibited stratifed, random sampling in the majority of states. However, post hoc comparisons of item responses suggested no significant difference associated with states’ sampling frames (Fitchett & VanFossen, in press). In NC ( n NC =748), researchers contacted potential respondents through a listserv of social studies teachers provided by the department of public instruction.…”

“…Our guiding research question for this study was: To what extent do teachers 0 perceptions of elementary school social studies instructional practices and content vary between two states with different testing policies for social studies? Using results from the Survey of the Status of Social Studies (S4) (Fitchett & VanFossen, 2010), we evaluated the variables of time, instructional methods, and content focus. Initial findings demonstrated notable differences that could not be explained by testing policies alone.…”

Do Student Perceptions of Curriculum Matter? Evidence From Secondary Social Studies Students

“…There is wide variability in how social studies is taught, with individual districts, schools, and teachers making many of the decisions about topics, methods, and materials (Fitchett & Vanfossen, 2013;Ross, 2001). Social studies coursework is uniquely responsible, per state and national standards, for addressing controversial matters and civic skills (National Council for the Social Studies, 2010; ODE, 2021b).…”