Teaching History: Strategies for Dealing with Breadth and Depth in the Standards and Accountability Age

Pearcy, Mark; Duplass, James A.

doi:10.1080/00377996.2010.525546

Cited by 7 publications

(8 citation statements)

References 5 publications

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“…We do acknowledge, however, that teachers may perceive culturally responsive teaching practices as counterproductive to standards-based instruction, which is measured through high-stakes testing. Prior research has shown that state-tested social studies courses have dramatically impacted the instructional strategies of secondary social studies teachers (Gerwin & Visone, 2006;Pearcy & Duplass, 2011;Vogler, 2005). However, an engaging and cultural responsive approach to learning in middle level social studies does not mean abandoning the curriculum content teachers are required to be conduits of.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

“…All teachers regardless of subject area are faced with the breadth versus depth decision as they attempt to implement a substantial amount of curriculum in a limited amount of time (DiCarlo, 2009). This is especially true for social studies teachers to appropriate instructional time towards didactic instruction provided that social studies typically requires the study of centuries in a given school year (Brophy, 1992;Pearcy & Duplass, 2011;Ribar, 1998;VanSledright, 1997b) and often the course is sacrificed for school pictures, assemblies, and other extraneous events. As a result, it is common for students to be treated as receptacles for information presented as just "facts, facts, and facts" as Kristina stated.…”

Section: Banking Pedagogymentioning

confidence: 99%

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“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

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This qualitative study examines the perceptions that Latino students have of middle school social studies. Twelve Latino/a middle school students provided written narratives recounting their experiences in social studies and participated in two semi-structured phenomenological interviews. Findings indicate that social studies teachers rely heavily upon "banking" pedagogy and the curriculum lacks cultural diversity. Students also perceived social studies as the ideal subject area in middle school to engage in global learning opportunities as well as discussion about current events. Latino/a students' experiences and subsequent perceptions of middle school social studies are consistent with theory and research pertaining to adolescent identity, cognitive, and psychosocial development. Findings from this investigation add to the extant canon of literature on students' perceptions of social studies and further emphasize the significance of social studies in meeting the needs of 21st century diverse learners. Lastly, the authors offer suggestions for practice and issue a call for research in the field of social studies education that is middle-level specific with implications as to how culturally responsive social studies fosters identity and psychosocial adolescent development for culturally and ethnically diverse students.

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Section: Discussion and Implications For Practicementioning

confidence: 99%

Section: Banking Pedagogymentioning

confidence: 99%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

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“…Teachers' attitudes towards the inclusive education practice are mostly based on the idea that teachers who may have knowledge of differentiated instruction usually have attitude towards it as it may seems impractical. The impracticality of this is associated with the dense curriculum to cover in a given time frame, the huge numbers in the classrooms and the inadequate resources and materials to cater for all the learners in every lesson (Pearcy & Duplass, 2011). Also, the negative attitudes are associated to the fact that since the inclusive concept was introduced a decade ago, some teachers have not been properly introduced to the idea but may be used to the teacher centered approach for teaching and learning.…”

Section: Teacher Attitudesmentioning

confidence: 99%

“…Also, the negative attitudes are associated to the fact that since the inclusive concept was introduced a decade ago, some teachers have not been properly introduced to the idea but may be used to the teacher centered approach for teaching and learning. Teachers also feel pressure because of assessments when students with disabilities are in their classrooms (Pearcy & Duplass, 2011). Identifying the different learner needs and actually ensuring that each learner is adequately catered for seems like a lot of pressure for teachers.…”

Section: Teacher Attitudesmentioning

confidence: 99%

Analysis of Eswatini Senior Secondary School SiSwati Teachers’ Inclusive Education Practice

Mkhonta-Khoza

Dlamini²

2022

JEP

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Purpose: Inclusive education entails children’s rights to education in spite of all; it implies that teachers align instruction alongside inclusivity. This study sought to analyze senior secondary school siSwati teachers’ inclusive education practice, a case study of schools in the Shiselweni region, Nhlangano cluster. Its objectives were; to ascertain senior secondary school siSwati teacher’s views about inclusive education practice; to determine senior secondary school siSwati teachers’ implementation of inclusive education practice and to ascertain the challenges of inclusive education practice faced by senior secondary school siSwati teachers. Methodology: The study employed the qualitative approach, blended semi- structured interviews, and document analysis as data collection instruments. A five (5) item semi-structured online interview guide and a document analyses guide with six (6) items designed by the researchers were used for data collection. Purposive sampling was used to select three (3) schools, six (6) teachers were used as participants. Data was analyzed using content analysis. Findings: Findings revealed that teachers lack knowledge on inclusive education; inclusive education strategies were used with separate lessons; shortage of inclusive education resources and the broad siSwati curriculum are major challenges. Unique Contribution to Theory, Policy and Practice: It was concluded that teachers hold negative views towards inclusive education; use inclusive education strategies partially; unavailability of resources and the diversity of the siSwati syllabus are major challenges. It is recommended that teachers get capacitated; siSwati language and literature be taught as separate subjects and government provides inclusive education infrastructure.

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“…PBL has been used for a wide variety of disciplines and topics, including geospatial technology (Milson and Kerski, 2012), climate change (Harris et al , 2016) and reenactments of historical topics (Krutka, 2014, p. 88). PBL also allows teachers to transcend the restrictions of standards-based instruction and the ubiquity of high-stakes testing (Mathison, 2001, p. 217-218; Savin-Baden, 2014), and for students to develop the critical thinking skills which are essential to effective social studies education (Pearcy and Duplass, 2011, p. 115).…”

Section: What Is Problem-based Learning?mentioning

confidence: 99%

“Escape the Room” – a strategy for problem-based learning and student inquiry

Pearcy

Guise²,

Heller³

2019

SSRP

Self Cite

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Purpose Problem-based learning (PBL) has long been a regular feature in professions outside K-12 education and is growing in social studies education in recent years. PBL is built around student inquiry into an “ill-structured” or “messy” problem (Wieseman and Cadwell, 2005, p. 11). These inquiries are open ended, largely autonomous and student driven (Savin-Baden, 2014). The collaborative nature of PBL scenarios allows students to work with real-world concepts and skills to solve problems (Ferreira and Trudel, 2012). This paper aims to discuss these issues. Design/methodology/approach This paper describes an innovative strategy for PBL learning, an Escape the Room (ETR) activity centered on historical content knowledge – in this case, the First World War. The activity incorporates a series of ill-structured problems with the First World War as its historical context. Findings The paper concludes with a discussion of the utility of PBL activities like “ETR” and possible applications in the classroom for teachers. Originality/value There has been significant research in PBL activities but little in the specific application of “ETR” scenarios, a rising trend in commercially available activities. The potential for student inquiry and engagement is a rich field for social studies educators.

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Teaching History: Strategies for Dealing with Breadth and Depth in the Standards and Accountability Age

Cited by 7 publications

References 5 publications

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Analysis of Eswatini Senior Secondary School SiSwati Teachers’ Inclusive Education Practice

“Escape the Room” – a strategy for problem-based learning and student inquiry

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