The “Traditions” Revisited: Instructional Approach and High School Social Studies Teachers

Vinson, Kevin D.

doi:10.1080/00933104.1998.10505834

Cited by 35 publications

(21 citation statements)

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“…Teachers' beliefs about knowledge, teaching, and learning exert major influences on the ways that they structure learning experiences (Honey & Moeller, 1990;Kagan, 1993;Kuhn, 1999;Onosko, 1991, Scheurman, 1998, Shulman, 1986). Teachers' beliefs or philosophy about the mission of social studies and history teaching may affect the choices they make toward more didactic or more empowering teaching (Bennett & Spaulding, 1992;Evans, 1989Evans, , 1990Fickel, 1999;Vinson, 1998). Some studies suggest that both deep understanding of and experience with the concepts and methodology of a discipline encourage teachers to engage their students with substantive inquiry (Bain, 1995;Merryfield, 1998;Wilson & Wineburg, 1988;Wineburg & Wilson, 1991), or that a lack of such knowledge inhibits this practice (Makler, 1994;Yeager & Davis, 1995).…”

Section: Overview Of the Problemmentioning

confidence: 99%

Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom

Saye

Brush

2004

Theory & Research in Social Education

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This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problembased practices. We present a longitudinal analysis of one expository-oriented teacher's experience with such an environment and examine underlying belief, knowledge, and dispositional factors that may affect a teacher's openness to inquiry. We hypothesize that work with such an environment may encourage reconsideration of some elements of teaching practice. However, those elements most closely related to dispositional influences may be more resistant to change than other features.

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Section: Overview Of the Problemmentioning

confidence: 99%

Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom

Saye

Brush

2004

Theory & Research in Social Education

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“…However, the pre-service teachers' instructors (50%) favored a classical approach to education where disciplinary standards of critical thinking would be stressed. On the other hand, Vinson (1998) found in a national study of 500 high school social studies teachers in the U.S.A. that they were more likely to espouse instructional approaches conducive to critical thinking than those focussing on the acquisition of facts and the transmission of politically acceptable viewpoints. This finding reinforces that of Anderson et al (1997).…”

Section: The Dispositions and Beliefs Of Teachersmentioning

confidence: 99%

Critical Thinking in the Schools: Why Doesn't Much Happen?

Wright¹

2001

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The teaching of critical thinking in public schooling is a central aim. Yet, despite its widespread acceptance in curriculum documents, critical thinking is rarely taught. Motivated by Onosko (1991), and by the efforts of some post-secondary instructors of critical thinking to get critical thinking taught in schools, I look at the recent literature on (a) critical thinking in the social studies, (b) definitions of, and programs in critical thinking, (c) teachers beliefs, and (d) the milieus in which teachers work. I pose three questions and provide tentative hypotheses as to why critical thinking is not being implemented in schools.Resume: L'enseignement de la pensee critique dans les ecoles publiques est un but tres important. Mais malgre son acceptation generale dans les programmes d'etudes, on l'enseigne rarement. Je m'inspire des travaux de Onosko (1991) et des efforts de certains enseignant( e)5 de la pensee critique au niveau postsecondaire pour puiser dans les publications sur (a) la pensee critique dans les sciences sociales, (b) des definitions de la pensee critique et les programmes visant il. former la pensee critique, (c) les croyances des enseignant(e)s, (d) les milieus dans lesquels les enseignant(c)s travaillent. Je souleve trois questions et propose des hypotheses provisoires pour

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“…One of the central aims of social studies instruction is to prepare students for the "office of citizen" (National Council for Social Studies [NCSS], 2001, para. 1); however, teachers possess differing conceptions of citizenship that influence their curriculum and instructional decisions (Anderson, Avery, Pederson, Smith, & Sullivan, 1997;Patterson, Doppen, & Misco, 2012;Saada, 2013;Sondel, 2015;Vinson, 1998). Specifically, teachers bring a "frame of reference" to social studies education that includes their preconceptions of ideal citizenship (Thornton, 1989, p. 5), leading them to make decisions that endorse certain content knowledge and curricular purposes while devaluing others (Westheimer & Kahne, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Because of their decision-making power, Thornton (1989Thornton ( , 2005 calls social studies teachers curricularinstructional gatekeepers. Working under these assumptions, many researchers have examined social studies teachers' conceptualizations of citizenship education (Anderson et al, 1997;Patterson et al, 2012;Saada, 2013;Sondel, 2015;Vinson, 1998); yet, few studies examine the impact of distinct social contexts on teachers' conceptualizations and their subsequent curriculum (Vinson, 1998) presenting incomplete knowledge on the determinants of citizenship curricula.…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, other research suggests gatekeeping in social studies education is influenced by local school and community values (Shaver, Davis, & Helburn, 1980;Romanowski, 1996;Saada, 2013). However, very few inquiries about the citizenship aims of social studies seek understanding of this ecological character (Vinson, 1998;Sondel, 2015). Of the studies that exist, teachers report feeling pressured to conform to traditional approaches to citizenship instruction (Fry & O'Brien, 2015;Sondel, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The impact of rural contexts on citizenship education

Moffa¹

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For this reason, scholars call for better contextual understandings of teachers' curricularinstructional gatekeeping (Thornton, 1989; Vinson, 1998). Rural-specific examples of this phenomenon remain largely unexamined (Martin & Chiodo, 2007; Pattison-Meek, 2012), though rural schools make up 32.9% of all schools in the United States (Johnson, Showalter, Klein, & Lester, 2014) and rural communities offer distinct socio-geographic and socio-cultural contexts (Brown & Schafft, 2011). To address this research deficit, the current study sampled five government teachers in rural schools to examine their conceptualizations of citizenship education, perceptions of place, and the influences that affect their curricular-instructional gatekeeping. This study adopted a social constructionist perspective to explore the values and meanings participants placed on citizenship within their rural contexts. It utilized a grounded theory research design to sample government teachers from four "distant-rural" schools and collect data from three sources: interviews, classroom observations, and teaching artifacts. A constant comparison method of data analysis produced a theory to describe citizenship education in rural contexts. The theory consists of three themes that emerged from the data: (1) citizenship education as practical knowledge; (2) place-based learning for future (dis)placements; and (3) the gatekeeping triad. Descriptions of these themes and their relationships with one another illuminate the practices of citizenship education in rural areas and provide knowledge of the rural conditions that influence it. Findings suggest government teachers in rural areas need to become more critical of their treatment of place and citizenship to encourage place-conscious civic life. iii IN DEDICATION To my wife Hope You are a constant source of love, support, and inspiration. Without you, this dissertation would not have been possible. You encouraged me to pursue my doctorate. You supported me while I completed this research. No one knows my journey more intimately. You celebrated the highs with me and alleviated the lows. Most importantly, you believe in me like no one ever has before and it makes me a better man. Thank you. I love you. To my daughter Rosaline This journey started before you were born, but you showed up in time to help daddy finish. In the last month of writing, I cradled you in my arms while I typed. I hope this dissertation inspires you to discover the joys of learning and to pursue your dreams. I want you to live life passionately, learn deeply, love endlessly, and work to improve our world. Daddy loves you. iv ACKNOWLEDGEMENTS Thank you Dr. Robert Waterson for your advice and scholarly insights throughout my doctoral journey. From my first day on campus, you took serious my desires to become a scholar and offered me candid conversations about higher education and the research process. You were always selfless with your time. Thank you for involving me with the many programs and projects of the Center for Democracy ...

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The “Traditions” Revisited: Instructional Approach and High School Social Studies Teachers

Cited by 35 publications

References 28 publications

Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom

Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom

Critical Thinking in the Schools: Why Doesn't Much Happen?

The impact of rural contexts on citizenship education

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