Teacher Perceptions of Standards-based Reforms in Social Studies Education PDF Download
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Author: William E. Murphy
Publisher:
ISBN:
Category :
Languages : en
Pages : 280
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Book Description
This study examined the perceptions of secondary social studies teachers regarding the influence of standards-based education reforms in social studies education. This qualitative inquiry utilized document analysis, focus groups and one-on-one interviews of secondary social studies teachers from a suburban high school in Long Island, New York. Participants possessed between one and twenty-five years of teaching experience and were currently teaching social studies classes in the 7th through 12th grades. Due to an existing lack of research on the topic, this study collected and analyzed data according to the grounded theory framework. Following a grounded theory model, this study identified social studies teachers' perceptions regarding their experiences with standards-based reform legislation that had been implemented at the federal, state and local levels. The goal of such an inquiry, based on the grounded theory model, was to create a new theory regarding the impact of standards-based reform implementation in social studies education.The findings revealed that teachers were overwhelmed and frustrated by the negative consequences that standards-based reform implementation had on social studies education. Teachers were frustrated by their lack of knowledge about standards, their inability to promote the standards-based skills that are measured on assessments and the need to eliminate content and constructivist activities in order to "teach to the test." Consequently, teacher frustration was compounded by an inability to effectively communicate their dissatisfaction with the larger educational establishment. Finally, as a means of dealing with the negative consequences of standards-based reforms, teachers sought out opportunities for meaningful collaboration with colleagues and desired to teach courses and grade levels that were less affected by standards-based reforms.
Author: William E. Murphy
Publisher:
ISBN:
Category :
Languages : en
Pages : 280
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Book Description
This study examined the perceptions of secondary social studies teachers regarding the influence of standards-based education reforms in social studies education. This qualitative inquiry utilized document analysis, focus groups and one-on-one interviews of secondary social studies teachers from a suburban high school in Long Island, New York. Participants possessed between one and twenty-five years of teaching experience and were currently teaching social studies classes in the 7th through 12th grades. Due to an existing lack of research on the topic, this study collected and analyzed data according to the grounded theory framework. Following a grounded theory model, this study identified social studies teachers' perceptions regarding their experiences with standards-based reform legislation that had been implemented at the federal, state and local levels. The goal of such an inquiry, based on the grounded theory model, was to create a new theory regarding the impact of standards-based reform implementation in social studies education.The findings revealed that teachers were overwhelmed and frustrated by the negative consequences that standards-based reform implementation had on social studies education. Teachers were frustrated by their lack of knowledge about standards, their inability to promote the standards-based skills that are measured on assessments and the need to eliminate content and constructivist activities in order to "teach to the test." Consequently, teacher frustration was compounded by an inability to effectively communicate their dissatisfaction with the larger educational establishment. Finally, as a means of dealing with the negative consequences of standards-based reforms, teachers sought out opportunities for meaningful collaboration with colleagues and desired to teach courses and grade levels that were less affected by standards-based reforms.
Author: Ricky Vincent Papandrea (Jr.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 312
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Book Description
Since the mid-1990s there have been several attempts at wide-scale educational reform in the United States. The majority of educational research that has been conducted has focused on the impact of these reform movements on student achievement outcomes, the development of 21st century skills for students to compete in the global economy, the financial impacts on schools and school districts for implementing mandated curriculum changes, or the evaluation of specific programs (Polleck & Jeffery, 2017; Lee & Wu, 2017). Several gaps in the existing literature have led to an incomplete picture of reform efforts, including the impact of teacher perceptions on implementing mandated curriculum changes in social studies, specifically at the secondary level.The purpose of this qualitative case study was to examine secondary social studies teachers' perceptions of mandated curriculum changes under the New York State K-12 Framework, implemented in 2014. The study was conducted in a suburban New York public high school and utilized data from focus groups of teacher-participants, individual interviews of teacher-participants and administrator-participants, and a content analysis of the implementation of the New York State K-12 Framework for Social studies from New York State and through department documentation. Analysis of the data collected revealed three key findings in this study. First, that mandated curriculum changes in the social studies classroom negatively impacted social studies teachers' perception of teaching and methodology by shifting away from a traditional, content-based social studies education because the new literacy skill-based assessments became the overall driving force in their instructional practices. Second, a breakdown in communication between teachers, administrators, and New York State has caused teachers to become disheartened and frustrated with the implementation of mandated curriculum in the social studies classroom, resulting in them relying on collaboration with their colleagues for planning and support. Third, teachers perceived the implementation of mandated curriculum changes had impacted their desire for increased opportunities for collaboration with colleagues through high-quality professional development sessions. The implications of these findings for educators, school leaders, and policy makers will be discussed.
Author: Caylie LaRae Hoffmans
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 164
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Book Description
In this mixed-methods study, I investigated how teachers and pre-service teachers perceive social studies content standards. My study focused on three main areas: (a) classroom implementation of content standards, (b) educators' familiarity with standards, and (c) curricular support for implementation of the standards. I selected participants based on their status as a (a) Texas social studies teacher who is a member of a social studies database maintained by Texas regional education service centers or (b) pre-service teacher enrolled in a graduate-level social studies methods course. Additionally, a purposeful selection of participants took part in an authentic museum trunk training allowing me to observe and evaluate their abilities to apply social studies standards to curriculum planning. I invited these participants to participate in an online focus group following the training. I offer a descriptive picture of social studies teachers' perceptions of state standards, as well as illuminate potential differences between pre-service and in-service social studies teachers preparedness to implement the new state and established national standards.
Author: John M. Hineman
Publisher:
ISBN:
Category : Social sciences
Languages : en
Pages : 758
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Book Description
This study identified teachers' perceptions of the use of technology in standards-based social studies education.
Author: Ruchi Agarwal-Rangnath
Publisher: Teachers College Press
ISBN: 0807774774
Category : Education
Languages : en
Pages : 161
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Book Description
This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-to-classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice. Book Features: Offers advice from experienced educators who have learned to successfully navigate the constraints of high-stakes testing and standards-based mandates.Shares and analyzes curricular and pedagogical approaches to teaching the Common Core, including lesson plans teachers can use in their own classrooms. Examines a range of philosophical and political stances that teachers might take as they navigate the unique demands of teaching for social justice in their own context. “This inspiring book invites us into conversations that cannot help but to make our teaching more collective, impactful, and profound.” —Kevin Kumashiro, University of San Francisco “This is a must-read book for practicing and aspiring educators interested in learning how to teach justice-oriented, critical social studies.” —Brian D. Schultz, Northeastern Illinois University “At a time of increasing pressure on teachers, this book provides practical approaches from teachers, for teachers to teach within the confines of the Common Core without compromising rigor, integrity, or social justice.” —Tyrone C. Howard, director, UCLA Black Male Institute, UCLA
Author: Susan Adler
Publisher: IAP
ISBN: 1607528401
Category : Social Science
Languages : en
Pages : 243
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Book Description
Taken together, these authors explore the many and varied challenges faced by teacher educators generally, and social studies teacher educators specifically. Their analyses and recommendations provide a starting point for ongoing deliberations about the nature and challenges of the field. There are no easy answers; but continuing the discussion is crucial.
Author: Philip M. Meneses
Publisher:
ISBN:
Category : Social sciences
Languages : en
Pages : 64
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Book Description
This quantitative study investigated the influence of the new Ohio social studies assessment on social studies elementary education. I wanted to understand teacher perceptions of the reinstated assessment that was modeled after the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment and see how it impacted elementary social studies curriculum, teacher instruction, resources, and instructional time. A survey was sent to twelve schools that were located across the state of Ohio. The schools had previously participated in a study by the Ohio Professors of Social Studies Education (OPSSE) (Patterson et al., unpublished) that asked principals about the removal of the social studies Ohio Achievement Assessment (OAA). Elementary teachers were the participants of this study's survey that was created using the website Qualtrics. The data was collated and analyzed by coding procedures defined by Singleton & Straits (1999). The data showed mixed responses towards the new assessments that provided multiple key findings. First, a majority of teachers had a negative perception of the reinstated assessment with a majority (57%) feeling concerned about the return of an assessment. Additionally, a majority reported (54%) minor curriculum changes while others knew little about the new assessments and PARCC (64%). Some of the teachers felt more confident in their ability to teach their students than students' abilities to do well on the new assessment. Long and short-term impacts were very mixed, with more teachers being positive about testing impacts on social studies education overall (41%) than about impacts on content and skills (26%). Reported changes in teacher instruction were also very mixed. Just under 30% report that they will make changes in their teaching and just over 30% report that they will not make changes. Social studies instructional time had changed little over recent years, but there was a slight trend showing an increase in time given to social studies. Furthermore, a majority (85%) reported no changes in resources for social studies.
Author: Terrance Scott Trego
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 126
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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.
Author: Christopher C. Martell
Publisher: IAP
ISBN: 1641130482
Category : Education
Languages : en
Pages : 245
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Book Description
Over the past decade, the world has experienced a major economic collapse, the increasing racial inequity and high-profile police killings of unarmed Black and Brown people, the persistence of global terrorism, a large-scale refugee crisis, and the negative impacts of global warming. In reaction to social instability, there are growing populist movements in the United States and across the world, which present major challenges for democracy. Concurrently, there has been a rise of grassroots political movements focused on increasing equity in relation to race, gender, class, sexual orientation, and religion. The role of social studies teachers in preparing the next generation of democratic citizens has never been more important, and the call for more social studies teacher educators to help teachers address these critical issues only gets louder. This volume examines how teacher educators are (or are not) supporting beginning and experienced social studies teachers in such turbulent times, and it offers suggestions for moving the field forward by better educating teachers to address growing local, national, and global concerns. In their chapters, authors in social studies education present research with implications for practice related to the following topics: race, gender, sexual orientation, immigration, religion, disciplinary literacy, global civics, and social justice. This book is guided by the following overarching questions: What can the research tell us about preparing and developing social studies teachers for an increasingly complex, interconnected, and rapidly changing world? How can we educate social studies teachers to “teach against the grain” (Cochran-Smith, 1991, 2001b), centering their work on social justice, social change, and social responsibility?
Author: Woon Chia Liu
Publisher: Routledge
ISBN: 9780367589837
Category :
Languages : en
Pages : 140
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Book Description
Teachers' Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers' own learning. The first article examined teacher experiences in the use of "design thinking" by Retna. Next, Hong's and Youngs' article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers' commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers' experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers' first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers' perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors' rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
