Patterns of Early Childhood, Elementary, and Middle-Level Social Studies Teaching: An Interpretation of Illinois Social Studies Teachers’ Practices and Beliefs

Lucey, Thomas A.; Shifflet, Rena; Weilbacher, Gary

doi:10.1080/00377996.2014.945641

Cited by 17 publications

(17 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unfortunately Latino/a students found middle school social studies to be boring due in large part to disengaged pedagogy. Teachers relied mainly upon didactic banking methods of pedagogy such as notetaking, textbook reading, and lengthy lectures, which is consistent with prior research that has alluded to the tendency of social studies teachers to rely upon teacher-centered methods of instruction at all levels (Lucey, Shifflet, & Weilbacher, 2014;Martin, 2007).…”

Section: Discussion and Implications For Practicesupporting

confidence: 78%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

View full text Add to dashboard Cite

This qualitative study examines the perceptions that Latino students have of middle school social studies. Twelve Latino/a middle school students provided written narratives recounting their experiences in social studies and participated in two semi-structured phenomenological interviews. Findings indicate that social studies teachers rely heavily upon "banking" pedagogy and the curriculum lacks cultural diversity. Students also perceived social studies as the ideal subject area in middle school to engage in global learning opportunities as well as discussion about current events. Latino/a students' experiences and subsequent perceptions of middle school social studies are consistent with theory and research pertaining to adolescent identity, cognitive, and psychosocial development. Findings from this investigation add to the extant canon of literature on students' perceptions of social studies and further emphasize the significance of social studies in meeting the needs of 21st century diverse learners. Lastly, the authors offer suggestions for practice and issue a call for research in the field of social studies education that is middle-level specific with implications as to how culturally responsive social studies fosters identity and psychosocial adolescent development for culturally and ethnically diverse students.

show abstract

Section: Discussion and Implications For Practicesupporting

confidence: 78%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

View full text Add to dashboard Cite

show abstract

“…Polished writing is comparably uncommon in elementary-based history education (e.g. Lucey et al , 2014; McMurrer, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…Time devoted for social studies instruction at the elementary level has declined (Lucey et al , 2014; McMurrer, 2008). Contemporary education initiatives, however, increase expectations for disciplinary literacy tasks and non-fiction texts within English and language arts (ELA) beginning in the early grades (NCSS, 2013; NGA and CCSSO, 2010).…”

mentioning

confidence: 99%

“…The inquiry's length, use of repeated readings, bulk of curricular resources and integration of multiple revisions are each comparably unique within the elementary social studies research literature (e.g. Lucey et al , 2014; McMurrer, 2008). Elementary social studies inquiries often extend to few days, not a month; close readings are completed in a day, not multiple re-readings structured over a period of days; sources number less than ten, not five trade books and 14 primary sources; text-based writing is extemporaneous, not refined through revision (e.g.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Fourth-graders' reading, thinking, and writing about historical sources

Bickford

Clabough

Taylor

2020

SSRP

View full text Add to dashboard Cite

PurposeElementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.Design/methodology/approachThis article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.FindingsFindings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.Originality/valueThe inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.

show abstract

“…The three samples enabled consideration of how the trade books' intended audience shaped their representation of Franklin Roosevelt. The non-fiction genre denotation likely encourages teachers to expect authors to achieve age-appropriate levels of historical accuracy and representation (Heafner and Groce, 2007;Lucey et al, 2014;McMurrer, 2008). The intended reader's age-range largely shaped trade books' representation of Roosevelt's noteworthiness and accomplishments, advantages and assistances, and mistakes, both moral and political.…”

Section: Resultsmentioning

confidence: 99%

Franklin Delano Roosevelt’s historical representation within children’s and young adult literature

Bickford

Lindsay

2017

SSRP

View full text Add to dashboard Cite

Purpose-Education initiatives require substantive changes for history, social studies, English, and language arts teachers of any grade level. History and social studies teachers are to integrate multiple texts from diverse perspectives, which increases teachers' uses of trade books and primary sources; English and language arts teachers are to spend half their allotted time on non-fiction topics, which enhances the position of historical content. The compulsory changes are not accompanied with ready-made curricula. Trade books are a logical starting point for teachers inexperienced with the new expectations, yet, research indicates that historical inaccuracies and misrepresentations frequently emerge. The paper aims to discuss these issues. Design/methodology/approach-The authors' inquiry explored trade books' historical representation of Franklin Delano Roosevelt, America's longest serving president. The data pool was organized by early grades (Kindergarten-4), middle grades (5-8), and high school (9-12) to contrast patterns of representation between and within grade ranges. Findings-Findings included patterns of representation regarding Roosevelt's noteworthiness and accomplishments, advantages and assistances, and moral and political mistakes. Social implications-Classroom suggestions included guiding students to identify historical gaps and interrogate primary sources to fill these gaps. Originality/value-Similar research has not been conducted on this historical figure.

show abstract

Patterns of Early Childhood, Elementary, and Middle-Level Social Studies Teaching: An Interpretation of Illinois Social Studies Teachers’ Practices and Beliefs

Cited by 17 publications

References 21 publications

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Fourth-graders' reading, thinking, and writing about historical sources

Franklin Delano Roosevelt’s historical representation within children’s and young adult literature

Contact Info

Product

Resources

About