Quantitative Research and Large‐Scale Secondary Analysis in Social Studies

Fitchett, Paul G.; Heafner, Tina L.

doi:10.1002/9781118768747.ch4

Cited by 8 publications

(7 citation statements)

References 95 publications

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“…Culturally responsive teaching should be a natural fit for social studies with its aims of teaching democratic citizenship in multicultural societies such as the United States (Parker, 1996). However, many white social studies teachers continue to hold deficit views of students of color and to unquestioningly teach Eurocentric narratives as the singular and objectively true account of history (Fitchett and Heafner, 2012). Several scholars have illustrated what more culturally responsive alternatives might look like, i.e.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring social studies teachers' use of action research to enhance cultural responsiveness

Parkhouse

Bennett²

2023

SSRP

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PurposeCulturally responsive teaching is widely recognized as beneficial to students, especially those from historically marginalized communities. The social studies literature includes many studies of what culturally responsive teaching looks like in practice and how it can be taught to pre-service teachers. However, little is known about how in-service social studies teachers advance their knowledge and skills in this area. Studies of professional development (PD) suggest action research is a powerful format for teacher learning, but few closely examine the specific mechanisms through which action research fosters culturally responsive teaching.Design/methodology/approachThis qualitative case study of three secondary social studies teachers draws on the following data: two in-depth interviews with each teacher, audio recordings of action research meetings, project artifacts and field notes. Data were analyzed through multiple rounds of inductive and deductive coding using a codebook developed by a diverse group of researchers. The teacher participants reviewed and confirmed the findings.FindingsAll three teachers expanded their use of culturally responsive social studies instruction through systematic inquiry into their own interactions with students. The action research process fostered this growth through the following specific mechanisms: reflecting and reading independently, using data to strengthen relationships and leveraging a structure for addressing race and power in the curriculum.Originality/valueThis study illustrates how teacher action research can foster culturally responsive teaching by allowing educators to self-direct their own critical reflection and data gathering on inequities in their schools. It can also provide a structure for elevating histories that have traditionally been marginalized in standardized curricula.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring social studies teachers' use of action research to enhance cultural responsiveness

Parkhouse

Bennett²

2023

SSRP

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“…Second, self-efficacy for inquiry is often measured through a combination of inquiry interventions, such as a social studies methods course, one-time training and workshops; use of inquiry methods; and reflection on capabilities for inquiry methods (Gallagher and Tschida, 2022; Martell, 2020). However, as Fitchett and Heafner (2017, p. 68) argued, a quantitative approach “offers a macrolevel lens from which to examine the generalizability of theoretical position and conclusions drawn from qualitative research.” It follows that a quantitative measure of PSTs' self-reported lesson design efficacy is beneficial to social studies research on inquiry methods. It provides an opportunity to study relationships of lesson design self-efficacy with practices across teacher preparation program contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

Odebiyi

2023

SSRP

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PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.

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“…Previous scholars within social studies have utilized the SASS dataset (Fitchett, 2010 Fitchett;Heafner, & Lambert, 2014;Lambert, McCarthy, Fitchett, Lineback, & Reiser, 2015). Fitchett & Heafner (2017) also identify that large-scale datasets allow for the "democratization" (p. 83) of data, since this information is relatively easy to access. Variables analyzed…”

Section: Instrumentationmentioning

confidence: 99%

“…Recently, Fitchett and Heafner (2017) recognize the need for more statistical analyses in social studies as it offers "a macro-level lens from which to examine the generalizability of theoretical positions and conclusions drawn from qualitative research" (p. 68). In heeding this call, we provide a secondary analysis of the IES' 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to paint a national portrait of: (a) the average caseload of SWDs and EBLs within and across social studies content areas, as well how social studies teachers' caseloads compare with other content area disciplines and (b) the extent and perceived utility of PD opportunities social studies teachers receive to support teaching both SWDs and EBLs.…”

mentioning

confidence: 99%

Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners

Mullins

Williams

Hicks

et al. 2020

The Journal of Social Studies Research

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In this paper, we conduct a secondary analysis of The Institute of Educational Sciences’ (IES) 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to examine: (a) the average caseload of students with disabilities and emergent bilingual learners within and across social studies content areas, as well how social studies teachers’ caseloads compare with other content area disciplines and (b) the extent and perceived utility of professional development opportunities social studies teachers receive to support both students with disabilities and emergent bilingual learners.

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Quantitative Research and Large‐Scale Secondary Analysis in Social Studies

Cited by 8 publications

References 95 publications

Exploring social studies teachers' use of action research to enhance cultural responsiveness

Exploring social studies teachers' use of action research to enhance cultural responsiveness

Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners

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