What Happened to Social Studies?

McGuire, Margit E.

doi:10.1177/003172170708800815

Cited by 44 publications

(10 citation statements)

References 3 publications

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“…The field's ability to establish a collective identity and define itself through this research helps contribute to the idea of social studies as a viable and relevant discipline within P-12 and teacher education (Fitchett & Vanfossen, 2013). The ability to pinpoint who we are and what we are doing as a field is especially crucial given that social studies is losing curricular and professional credence at the P-12 level due to an increased focus on math and science, darlings of the standardized testing movement (Heafner & Fitchett, 2012;McGuire, 2007). Fitchett and Vanfossen posited that in light of the suppression of social studies there is a necessity to examine the "how and why of our practice" (p. 4).…”

Section: Rationale For the Studymentioning

confidence: 99%

“…One suggestion as to why social studies tends to be male dominated is rooted in perceptions regarding the curricular importance of social studies. Of the four core subjects social studies is perceived as expendable due to an increased emphasis on math, science, and English in lieu of standardized testing (Au, 2013;Heafner & Fitchett, 2012;McGuire, 2007). A direct result of the low stakes attached to social studies is that male teachers who are hired with primary coaching responsibilities are often given social studies teaching assignments by principals (Brown, 2012a).…”

Section: Social Studies Teacher Demographicsmentioning

confidence: 99%

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Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Busey

Waters

2016

The Journal of Social Studies Research

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Growth in racial and ethnic diversity among public school P-12 students stands in stark contrast to the teaching population who tend to be monolingual, White females. Secondary social studies teachers defy demographic teacher trends, as they tend to be male, albeit White males who still are not representative of the students they teach. What is missing from the discourse of student–teacher imbalance however is discussion surrounding diversity among social studies teacher educators. The purpose of this study was to examine racial, ethnic, and gender demographics for social studies teacher educators using a framework of critical teacher demography. Findings revealed that social studies teacher educators tend to reflect the population of social studies teachers with many being White males. Furthermore, social studies teacher educators tend to focus their research on concepts such as democratic citizenship with little focus dedicated to critical multicultural issues. The paucity of diversity in demographics and research is critical for social studies teacher educators to consider if we are to reflect multiculturalism in 21st century schools.

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Section: Rationale For the Studymentioning

confidence: 99%

Section: Social Studies Teacher Demographicsmentioning

confidence: 99%

Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Busey

Waters

2016

The Journal of Social Studies Research

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“…They attributed the success of their work to ''authenticity of tasks and deliberate support for active learning'' in addition to the digital tools they built to support inquiry (p. 210). Economics has also been addressed through a problem-based approach, yielding positive results (Mergendoller et al, 2006).…”

Section: Pjbl Impactmentioning

confidence: 99%

Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings

Duke

Halvorsen

Strachan

et al. 2020

American Educational Research Journal

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This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units designed to address nearly all social studies and some literacy standards. Comparison group teachers were asked to teach social studies as they normally would except to teach a target number of lessons. The experimental group showed higher growth in social studies and informational reading but not writing or motivation. Greater consistency with project-based learning session plans was associated with higher growth in writing, motivation, and reading.

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“…As the curricular home for citizenship education (National Council for the Social Studies, 1994), social studies in its great capacity can engage students in learning about and for social justice, and develop active citizens who have knowledge, skills, and passion to make their local and global communities more just and humane (Agarwal-Rangnath, 2013;Au, 2009;Ross, 2006;Stanley, 2005;Wade, 2007). However, social studies has historically been on the backburner (Goodlad, 1984;Houser, 1995;Weiss, 1978;Wood, 1989), and the No Child Left Behind (NCLB) legislation has contributed to its further regression (Au, 2009;McGuire, 2007). Particularly at the elementary level, teachers have been compelled to spend a substantial amount of time on literacy and math, with little time for teaching social studies because of NCLB's reliance on high-stakes testing in reading and math (Au, 2009;Boyle-Baise, Hsu, Johnson, Serriere, & Stewart, 2008;Center on Education Policy, 2008;Fitchett & Heafner, 2010;Leming, Ellington, & Schug, 2006;Rock et al, 2006;VanFossen, 2005).…”

Section: Persistent Challenges In Elementary Social Studies Teacher E...mentioning

confidence: 99%

Preparing Elementary School Teachers for Social Studies Instruction in the Context of Edtpa

2017

The Journal of Social Studies Research

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In a context of high-stakes accountability in teacher education, concerns are emerging about challenges to the already tenuous position of elementary social studies teacher education. In this case study, the author administered a survey to elementary social studies teacher educators in Georgia and conducted follow-up interviews focusing on the impact of edTPA on elementary social studies teacher education and the ways in which they are navigating the new context of teaching elementary social studies methods. The findings reveal the possibility of further decline of social studies in elementary teacher education programs due to elementary edTPA's singular focus on literacy and math content pedagogy along with the high-stakes nature of edTPA process. Implications for future research on edTPA and elementary social studies education are discussed.

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What Happened to Social Studies?

Cited by 44 publications

References 3 publications

Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings

Preparing Elementary School Teachers for Social Studies Instruction in the Context of Edtpa

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