National Trends in Elementary Instruction: Exploring the Role of Social Studies Curricula

Heafner, Tina L.; Fitchett, Paul G.

doi:10.1080/00377996.2011.592165

Cited by 49 publications

(51 citation statements)

References 13 publications

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“…For example, the Center on Education Policy (2007) reports 62% of elementary schools have increased time for literacy and math, while simultaneously reducing time in non-tested subjects by up to 145 minutes per week. Research by Heafner and Fitchett (2012) corroborate this trend, indicating time for social studies has decreased in grades three through five, by up to 60 minutes per week.…”

Section: Introductionsupporting

confidence: 65%

“…There is no shortage of studies indicating issues with time. Along with findings reported by the Center on Education Policy (2007) and Heafner andFitchett (2012), VanFossen (2005) provides further evidence social studies teaching is becoming increasingly marginalized across kindergarten to grade five. Similar to previous research, VanFossen cites lack of administrative support, lack of pressure to perform on a state-wide social studies assessment, and lack of clear understanding of the goals of social studies learning.…”

Section: Obstacles To Effective Integrationmentioning

confidence: 99%

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Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

Denton¹,

Sink²

2015

JSSER

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Education reform over the last two decades has changed perceptions of core curricula. Although social studies has traditionally been part of the core, emphasis on standards-based teaching and learning, along with elaborate accountability schemes, is causing unbalanced treatment of subjects. While the research literature indicates teachers are spending less time on social studies, perceptions about the subject are more complicated. Some educators accept the value of social studies knowledge and skills, while others see it as an auxiliary subject for supporting test achievement. Integration is one way elementary school teachers reconcile the need to focus on tested disciplines, while holding to traditional notions of the core curricula. Results from a case study involving elementary teachers show integration as the preferred method for teaching social studies. Participants, however, also indicated they were unable to achieve effective integration due to time constraints, limited training, and inadequate curricular resources. The trajectory of standards-based reform suggests educators will continue to encounter obstacles that impede integration.Systematic change that preserves the place of social studies as part of the core curricula is unlikely. Nevertheless, adoption of Common Core standards presents an opportunity for educators to reexamine the merits of social studies integration.

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Section: Introductionsupporting

confidence: 65%

Section: Obstacles To Effective Integrationmentioning

confidence: 99%

Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

Denton¹,

Sink²

2015

JSSER

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“…[which] reduces many students' chances of being thought talented in school and results in a restriction in the creative and enjoyable activities engaged in by teachers and students. (Berliner, 2011, p. 287) In this setting, creativity and thematic approaches to curriculum are discouraged (Moon, Brighton, & Callahan, 2003), classroom time allotted for nontested subjects is limited (Heafner & Fitchett, 2012;Tate, 2001), and instruction may be scripted (Au, 2011). Teachers are encouraged to focus on students predicted to have lower scores on standardized tests, as opposed to supporting the talents and abilities of potentially gifted students, reducing the probability that high performing students will be adequately prepared to enroll in advanced courses in high school (Moon et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

The Gifted Gap, STEM Education, and Economic Immobility

Crabtree

Richardson

Lewis

2019

Journal of Advanced Academics

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Systemic inequities in educational opportunities contribute to reduced economic mobility. Extensive research has documented disproportionality in gifted education at national and state levels. However, limited research examines inequities in gifted education within districts. Informed by critical systems theory (CST), this research provides an analysis of the Gifted Gap in a school district serving a growing metropolitan area with surprisingly limited economic mobility. Results reveal underrepresentation of students experiencing poverty, and Black and Latinx students of all socioeconomic groups in gifted education programs. Inequities in gifted education create systemic barriers including reduced enrollment in Advanced Placement (AP) courses, a factor that impedes college completion and participation in science, technology, engineering, and math (STEM) research and innovation. Reducing gifted education disproportionality is a promising way to increase economic mobility and broaden participation in STEM.

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“…And, interestingly in jurisdictions where the social studies are not subject to high stakes testing, such as in many of the US states take-up of these subjects may be declining and less attention paid to them in especially in primary school 1 . Heafner and Fitchett (2012) found that the standardisation of curriculum, accountability and high-stakes testing all had negative effects on the amount of time schools allocated for social studies subjects when compared with externally tested subjects.…”

Section: Assessment Issuesmentioning

confidence: 99%

International instructional systems: social studies

Brant¹,

Chapman²,

Isaacs³

2016

The Curriculum Journal

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This paper reports on research conducted as part of the International Instructional SystemStudy that explored five subject areas across nine jurisdictions in six high-performing countries. The Study's overall aim was to understand what, if anything, there is in common in the curricula and assessment arrangements among the high performing jurisdictions to see if there are aspects of instructional system design that might account, in part, for high performance. This paper focuses on social studies which in most jurisdictions includes elements of history, geography and citizenship and highlights a number of emerging issues.These include the advantages and disadvantages of teaching history and geography separately or within a social studies program; the extent to which key concepts are embedded within the social studies/history/geography curricula; whether the level of demand should be considered in terms of a generic taxonomy or in terms of subject specific models; how progression might be defined and considerations of an appropriate balance between teacher assessment and external assessment.

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National Trends in Elementary Instruction: Exploring the Role of Social Studies Curricula

Cited by 49 publications

References 13 publications

Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

The Gifted Gap, STEM Education, and Economic Immobility

International instructional systems: social studies

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