Does Social Studies Teaching Uphold the Citizenship Values to Which Students Should Aspire? Survey Findings from One State

Exploring Teacher Candidates’ Civic Efficacy Through Civic Engagement And Critical Literacy In A Literacy Methods Course

“…Policies that lean toward a social efficiency approach with the goal of preparing students to be successful in the workforce have narrowed public school curriculum, prioritizing the teaching of reading and math over the social studies. Following the passage of No Child Left Behind legislation in 2003, The National Center for Educational Statistics (2007) reported a decrease in the amount of time spent on teaching social studies in grades one through four, which they attributed to the increase in mathematics and reading instruction; which are the scores used to measure Adequate Yearly Progress (AYP) that determines how well a school is performing (Fitchett, Heafner, & Lambert, 2012;Lucey & Meyer, 2013;McMurrer & Kober, 2007;Vogler & Virtue, 2007). Other reports have shown a performance decrease on tests of civic knowledge of U.S. students (Campaign for the Civic Mission of Schools, 2011 ;Kanter & Schneider, 2013; National Task Force on Civic Learning and Democratic Engagement, 2012).…”

“…All of the students enrolled in the content area literacy class in spring 2017 fit this demographic which means they entered kindergarten at the beginning of the 21 st Century. For the class members who attended public schools, their schooling was in the era of No Child Left Behind (2001) and Race to the Top (2009), two eras marked by high-stakes testing and school accountability and placed an emphasis on reading and math scores which took time away from other subjects such as the social studies (Fitchett, Heafner, & Lambert, 2012;Lucey & Meyer, 2013;McMurrer & Kober, 2007;Vogler & Virtue, 2007). Considering the age of the teacher candidates in this study (19)(20)(21), it is important to explore the literature on the civic dispositions of late adolescents to what others have learned about the civic efficacy of college-aged students.…”

“…The accountability initiatives that have been put in place in schools in the last 14 years have limited the opportunities for the teacher candidates, who are now enrolled in our teacher education programs, to develop a deep understanding and knowledge of civics and civic engagement because of the limited time schools have spent on teaching social studies (Lucey & Meyer, 2013;Kanter & Schneider, 2013). Incorporating readings, discussions, and opportunities to participate in civic engagement activities, I hoped to understand how the teacher candidates in my class were understanding the importance of civic engagement and critical literacy.…”

Exploring Teacher Candidates’ Civic Efficacy Through Civic Engagement And Critical Literacy In A Literacy Methods Course

“…that determines how well a school is performing (Fitchett, Heafner, & Lambert, 2012;Lucey & Meyer, 2013;McMurrer & Kober, 2007;Vogler & Virtue, 2007 and Democratic Engagement, 2012). Of greater concern, students from ethnic and cultural minority groups have fewer opportunities for civic learning and to participating in civic engagement than white, middle-class students (Campaign for the Civic Mission of Schools, 2011; Kahne & Middaugh, 2008;McMurrer & Kober, 2007;Tupper, Cappello, & Sevigny, 2010).…”

“…The worldview and social analysis components refer to the beliefs that personal behavior impacts social behavior and social conditions. Sense of agency is considered a "moderator" (Watts & Flanagan, 2007, p. 786) other subjects such as the social studies (Fitchett, Heafner, & Lambert, 2012;Lucey & Meyer, 2013;McMurrer & Kober, 2007;Vogler & Virtue, 2007). Considering the age of the teacher candidates in this study (19)(20)(21), it is important to explore the literature on the civic dispositions of late adolescents to what others have learned about the civic efficacy of college-aged students.…”