Social Studies Under Siege: Examining Policy and Teacher-Level Factors Associated With Elementary Social Studies Marginalization

• In Event: Roundtable Session 32
  In Roundtable Session: Curriculum Challenges: New Demands, Competing Priorities, and Persistent Dysfunction

Abstract

Utilizing data from National Center for Educational Statistics Schools and Staffing Surveys, researchers examined the association between various teacher-level factors and state policy-level indicators associated with reported elementary social studies instructional time. Employing Hierarchical Linear Modeling, results suggest perception of professional autonomy, grade level-curriculum, and charter schools were associated with increases in reported social studies time. Among state-level policy indicators, testing in elementary social studies positively impacted instructional time. Researchers suggest, given the lack of emphasis on elementary social studies in the current educational climate and abysmal student results on national assessments compounded with the difficulty of defining teachers’ professional beliefs; social educators support policy implementation of state-mandated tests to improve both the quality and quantity of social studies instruction.

Authors

• Paul G. Fitchett, University of North Carolina - Charlotte

• Tina Lane Heafner, University of North Carolina - Charlotte

• Richard G. Lambert, University of North Carolina - Charlotte