Author: Terrance Scott TregoPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 126
Book Description
This study examined the perceptions of elementary teachers regarding social studies instruction. Teacher beliefs on the curricular importance of social studies instruction and why it is included in elementary school curriculum was the specific focus of the study. In addition, the research examined the factors that influence the amount of time elementary teachers provide social studies instruction. Participants were teachers employed by three districts located in south central Pennsylvania. Thirty-nine elementary teachers participated in a researcher constructed online survey. Twelve elementary teachers answered researcher designed interview questions. The study concluded that elementary teachers believed social studies was an important subject because it provides an opportunity for students to demonstrate content knowledge, historical analysis, and helps students develop skills in reading/English Language Arts. However, participants ranked social studies' importance behind other core subjects of math, reading/English language arts, and science. Participants believed that social studies instruction should receive more minutes and believe that school districts do not consider it a priority subject in earlier grade levels. Some teachers believed that the fact that social studies is not a state tested subject contributed to a lack of curricular commitment to instructional minutes by school districts. In addition, elementary teachers were confident in their ability to provide instruction in social studies.
