One State Closer to a National Crisis: A Report on Elementary Social Studies Education in North Carolina Schools

Rock, Tracy; Heafner, Tina L.; O’Connor, Katherine; Passe, Jeff; Oldendorf, Sandra Brenneman; Good, Amy J.; Byrd, Sandra

doi:10.1080/00933104.2006.10473318

Cited by 80 publications

(68 citation statements)

References 2 publications

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“…In today's elementary classrooms, it is normal for teachers to spend a substantial amount of time on mathematics and English language arts (ELA). It is normal for elementary teachers to give little attention to the teaching of social studies (Au 2009;Boyle-Baise, Hsu, Johnnson, Serriere, and Stewart 2008;Burroughs, Groce, and Webeck 2005; Center on Education Policy 2008; Fitchett and Heafner 2010;Good et al 2010;Heafner, Lipscomb, and Rock 2006;Leming, Ellington, andSchug 2006a, 2006b;Lintner 2006;Rock et al 2006;VanFossen 2005;Wills 2007).…”

Section: Introductionmentioning

confidence: 96%

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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Section: Introductionmentioning

confidence: 96%

Outliers: Elementary Teachers Who Actually Teach Social Studies

Anderson

2014

The Social Studies

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“…In light of this mission and vision, it is of concern to social studies educators that a growing number of regional studies (Barton & Levstik, 2004;Heafner, Lipscomb, & Rock, 2006;Rock et al, 2006;VanFossen, 2005) suggest social studies education is frequently marginalized within the context of high-stakes testing legislation that often privileges reading, writing, math, and science. Moreover, by primarily focusing on these other disciplines and emphasizing content coverage and content knowledge that is easily measured through high-stakes tests, the work of citizenship education may be significantly affected.…”

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confidence: 99%

Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio

Misco

Patterson

Doppen

2011

IJEPL

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In a national context of standards and high-stakes testing, concerns are emerging about challenges to the already tenuous position of the citizenship mission in the social studies curriculum. In this qualitative study, the authors administered a survey to social studies teachers in Ohio and conducted follow-up interviews focusing on the present purposes of social studies and the ways in which standards and testing are affecting instructional practice. The findings reveal a perception of standards as being of high quality, yet ultimately undermined through changes in scope and se-quence, narrowing of the curriculum, and a paucity of time to enact them. In addition, respondents indicated that high-stakes testing has become the primary curricular focus, which impacts instructional strategy decision making and frustrates citizenship education.

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“…With this change, social science disciplines (as well as social studies) were left behind. After six years of implementation, social studies is disappearing from elementary schools (e.g., Center on Education Policy, 2008; Rock et al, 2006) and facing course reductions in secondary schools. This situation has generated debate among social studies educators about the field's very survival.…”

Section: Social Studies In Schoolsmentioning

confidence: 99%

What Would He Say? Harold O. Rugg and Contemporary Issues in Social Studies Education

Boyle‐Baise

Goodman

2009

Interchange

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The purpose of this paper is to consider the continued saliency of the ideas of Harold O. Rugg, particularly for social studies education. Given the conservative political times in which we work, and the current educational emphases on academic standards, high-stakes standardized testing, and mastery of specified knowledge, and the impact of these developments on social studies education, it is useful to revisit Rugg's contributions to the field. In this paper, we examine Rugg's social and curricular theories. Then, in light of this examination, we imagine what Rugg would say about contemporary issues for social studies education, and what we, as curriculum scholars and social studies educators, can learn from his likely responses.

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One State Closer to a National Crisis: A Report on Elementary Social Studies Education in North Carolina Schools

Cited by 80 publications

References 2 publications

Outliers: Elementary Teachers Who Actually Teach Social Studies

Outliers: Elementary Teachers Who Actually Teach Social Studies

Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio

What Would He Say? Harold O. Rugg and Contemporary Issues in Social Studies Education

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