No Child Left Behind Is Just the Tip of the Iceberg

Committed to differentiation and engagement: A case study of two American secondary social studies teachers

“…Researchers link students' negative attitudes towards social studies to dull instructional methods and increases in curriculum demands (Guidry et al 2010;Hinde, 2005;Pederson, 2010;Tanner, 2008;Zhao & Hoge, 2010).…”

“…The words "boring" and "useless" are often associated with the subject of social studies beginning at the elementary level and continuing through high school (Guidry, Cuthrell, O'Connor & Good, 2010;Tanner, 2008;Zhao & Hoge, 2010). Researchers link students' negative attitudes towards social studies to dull instructional methods and increases in curriculum demands (Guidry et al 2010;Hinde, 2005;Pederson, 2010;Tanner, 2008;Zhao & Hoge, 2010).…”

The Role of Coaching by Teaching Artists for Arts-Infused Social Studies: What Project CREATES Has to Offer

“…In addition to the connection to the curricular content and local, state, and national standards, specifically those related to elementary social studies instruction and the arts (Tanner, 2008), the coach provided direct instruction as demonstrations and invited the use of an ethnomusicological approach to arts instruction by community musicians. The use of ethnomusicological connections is supported in the arts literature (Nettl, 2005).…”

“…In an age in which standardized assessment in reading and math takes center stage in elementary schools, learning outcomes for social studies across the United States is a continuing concern. Research on teaching social studies has indicated that inadequate training for pre-service elementary school teachers (Tanner, 2008) and inadequate instruction time (O'Connor, Heafner, & Groce, 2007) have influenced student learning and interest in social studies. Other instructional limitations may be a failure to relate skills and concepts in relevant ways to students' lives or the teacher's inability to identify instructional resources other than textbooks (Zhao & Hoge, 2005).…”

Accessibility Considerations for Hybrid Courses

“…Hybrid courses are attractive to students with disabilities because students believe the flexibility to learn in a manner, time, and place (often home) that works for them is a successful way to complete college (Tanner ). Students who register for these courses may do so without giving a lot of thought to the content and structure of the course and the accommodations that they still may need to gain the same access to the course as their peers.…”