Examining Elementary Social Studies Marginalization

Fitchett, Paul G.; Heafner, Tina L.; Lambert, Richard G.

doi:10.1177/0895904812453998

Cited by 83 publications

(72 citation statements)

References 41 publications

(96 reference statements)

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“…Given this evidence, one might conclude that there has been little return on investment for educational policy promoting testing and curriculum standardization in history education; however, previous research from Fitchett et al (2014aFitchett et al ( , 2014b has hinted otherwise. Analysis of elementary social studies indicated that testing was associated with increased time spent on the subject.…”

Section: School Policy Context and History Content Knowledgementioning

confidence: 81%

“…Descriptive statistics of the sample are included in Table 1. (Fitchett et al, 2014a(Fitchett et al, , 2014b. NAEP-USH provided quartile measures of school percentage free-reduced lunch and school percentage planning to attend a college/university.…”

Section: Methodsmentioning

confidence: 99%

“…School-level effects are well-documented predictors of student learning across disciplines (Fantuzzo, Lebeof, & Rouse, 2014;Goldsmith, 2011). School demographic factors correlate with teacher decision-making and student learning outcomes in social studies (Epstein, 2009;Fitchett, Heafner, & Lambert, 2014a, 2014bLevinson, 2012;Segall, 2006).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An analysis of predictors of history content knowledge: Implications for policy and practice

Fitchett¹,

Heafner²,

Lambert³

2017

EPAA

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Abstract:How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students' Education Policy Analysis Archives Vol. 25 No. 65 2 instructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education. Keywords: history education; social studies education; content knowledge; National Assessment of Educational Progress (NAEP) Un análisis de los predictores del conocimiento del contenido de la historia: Implicaciones para la política y la práctica Resumen: Entender cómo y cuántos alumnos aprenden sobre contenido histórico es un proceso complicado, basado en oportunidades de aprendizaje que los alumnos encuentran, en una política de priorización de la enseñanza de contenido histórico o de ciencias sociales, y en las perspectivas culturales de los alumnos sobre el estudio del pasado. Con el objetivo de entender la relación compleja entre los diversos aspectos en este proceso de aprendizaje, investigamos la relación entre características socioculturales de los alumnos, acceso a este tipo de enseñanza, y variables explicativas de escuelas y del conocimiento de la historia de los Estados Unidos. El resultado de nuestra modelación jerárquica indica que mientras variables socioculturales (raza, sexo y situación socioeconómica) se correlacionan con éxito, con datos de la Evaluación Nacional de la Prueba de Progreso Educativo en Historia Americana (NAEP-USH, por sus siglas en inglés) Académico, las variables de acceso a este tipo de enseñanza son parámetros importantes para el conocimiento del contenido histórico. Además, variables sobre la escuela, por ejemplo demografía de la escuela y políticas estaduales en cuanto a pruebas académicas, son parámetros relevantes en el análisis de varianza en con...

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Section: School Policy Context and History Content Knowledgementioning

confidence: 81%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An analysis of predictors of history content knowledge: Implications for policy and practice

Fitchett¹,

Heafner²,

Lambert³

2017

EPAA

Self Cite

View full text Add to dashboard Cite

show abstract

“…A need exists to understand why some elementary teachers spend considerable time on social studies compared with their peers in the same state. Fitchett et al (2012) noted that "little research has analyzed the influence of teacher/school ecology factors and state policy on how much instructional time is allocated to social studies" (4). One such factor includes school culture, which Robbins and Alvy (1995) (Ackerman, Donaldson, and van der Bogert 1996;Deal andPeterson 1998, 1999).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Outliers: Elementary Teachers Who Actually Teach Social Studies

Anderson

2014

The Social Studies

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This mixed methods study identified six elementary teachers, who, despite the widespread marginalization of elementary social studies, spent considerable time on the subject. These six outliers from a sample of forty-six Michigan elementary teachers were interviewed, and their teaching was observed to better understand how and why they deviate from the norm. An autonomy-versuscontrol continuum is used to frame how teachers decide what, when, and how to teach. Challenging existing literature that suggests that additional attention to elementary social studies comes from testing pressure or by providing teachers with autonomy, findings of this study reveal that five of the six teachers taught social studies frequently and extensively because their schedules were externally controlled to designate specific time for social studies instruction.

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“…Les représentations sociales des enseignants influencent les conceptions que ces derniers se font du savoir savant et des « bonnes » pratiques (Bouhon, 2007(Bouhon, , 2009Fitchett, Heafner et Lambert, 2014 (Bouhon, 2007 ;Demers, 2011 ;Moisan, 2010). L'importance des enjeux reliés à la certification donne un grand poids aux épreuves uniques ministérielles.…”

Section: Une éPreuve Qui Influence Les Pratiquesunclassified

Description et analyse des postures épistémologiques sous-tendues par l’épreuve unique ministérielle de quatrième secondaire en Histoire et éducation à la citoyenneté

Déry

2017

mje

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Cet article décrit et analyse les postures épistémologiques sous-tendues par l’épreuve unique ministérielle de quatrième secondaire en Histoire et éducation à la citoyenneté et, plus précisément, les analyses de documents que les élèves doivent réaliser et les critères employés pour les évaluer, en se basant sur l’information ministérielle et les épreuves de juin 2012 à 2015. Les critères d’évaluation, le rôle de chaque document, son type et sa nature, la possibilité de le critiquer, ainsi que l’évaluation et l’utilisation du savoir historique ont été décrits et analysés. L’épreuve n’évalue pas l’exercice de la pensée historienne. Elle suggère une posture épistémologique appuyée sur un savoir fixe, transmis par une autorité détenant la vérité, ce qui diverge des finalités soutenues par le programme et la recherche.

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Examining Elementary Social Studies Marginalization

Cited by 83 publications

References 41 publications

An analysis of predictors of history content knowledge: Implications for policy and practice

An analysis of predictors of history content knowledge: Implications for policy and practice

Outliers: Elementary Teachers Who Actually Teach Social Studies

Description et analyse des postures épistémologiques sous-tendues par l’épreuve unique ministérielle de quatrième secondaire en Histoire et éducation à la citoyenneté

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