Where is the Content?: Elementary Social Studies in Preservice Field Experiences

Hawkman, Andrea M.; Castro, Antonio; Bennett, Linda; Barrow, Lloyd H.

doi:10.1016/j.jssr.2015.06.001

Cited by 32 publications

(37 citation statements)

References 24 publications

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“…Preservice elementary teacher candidates in the United States have reported fewer social studies experiences (coursework and fieldwork) in comparison to other subject matter (Hawkman, Castro, Bennett, & Barrow, 2015), which makes sense given the lack of attention to social studies in U.S. elementary classrooms. Presumably, if the subject is disappearing from classrooms, preservice teachers have fewer opportunities to see good social studies instruction or practice delivering it in a field practicum.…”

Section: Social Studies In Us Elementary Schoolsmentioning

confidence: 99%

Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms

Brugar¹,

Whitlock²

2020

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This study explores how two elementary teachers (first and fifth grades) integrated social studies content and skills throughout their school day. More specifically, we describe and explain their social studies instruction in terms of integration as it reflects fractured, healthy, and stealthy integration (Hinde, 2015). As researchers, we spent time in two classrooms documenting the explicit and implicit social studies instruction and the interactions of teachers and students. We found examples of fractured, healthy, and stealthy integration with most instances occurring throughout the school day but with varying degrees of transparency. This study provides insight to what is taught as elementary social studies and the study contributes to our understanding of how social studies is taught in elementary classrooms with implications for future research and teacher practice.

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Section: Social Studies In Us Elementary Schoolsmentioning

confidence: 99%

Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms

Brugar¹,

Whitlock²

2020

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“…Within the field of history education, there are numerous studies that focused on the development of inquiry-based instruction during preservice teacher preparation (Baron, Woyshner, & Haberkern, 2014; Barton, McCully, & Marks, 2004; Hawkman, Castro, Bennett, & Barrow, 2015; Levy et al, 2013; Martin & Monte-Sano, 2008; Mayer, 2006; Seixas, 1998; van Hover & Yeager, 2004; Yeager & Wilson, 1997) or the use of inquiry-based instruction by experienced or exemplary teachers (Grant, 2001; Monte-Sano, 2008; Reisman, 2012; Voet & Wever, 2016). Across these studies, there were two main findings.…”

Section: Relevant Literaturementioning

confidence: 99%

Barriers to Inquiry-Based Instruction: A Longitudinal Study of History Teachers

Martell

2019

Journal of Teacher Education

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While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three history teachers’ conceptual and practical tools from their methods course through their fifth year or exit from the classroom. The findings revealed that, while the teachers had inquiry-aligned beliefs and developed inquiry-related conceptual tools, a lack of practical tools and support during teacher preparation and within their eventual communities of practice had a major impact on their ability to frequently implement inquiry in their classrooms. Recommendations are offered for teacher preparation and inservice professional development programs.

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“…However, some research works suggest that not much has changed in the wake of CCSS. For instance, Hawkman et al (2015) found that 67 percent of preservice elementary teachers observed two or fewer social studies lessons over the course of an entire semester. Additionally, Denton and Sink (2015) found that integration with literacy instruction remains teachers’ preferred method of delivering social studies content.…”

Section: Literature Reviewmentioning

confidence: 99%

Elementary classroom libraries and social studies trade books

Hodges

Wright

Coleman

et al. 2019

SSRP

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Purpose Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states. Design/methodology/approach In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015. Findings The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists. Originality/value Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.

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Where is the Content?: Elementary Social Studies in Preservice Field Experiences

Cited by 32 publications

References 24 publications

Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms

Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms

Barriers to Inquiry-Based Instruction: A Longitudinal Study of History Teachers

Elementary classroom libraries and social studies trade books

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