From the Field: What Social Studies Teachers Say They Do in the Classroom

• In Event: Social Studies Curriculum: Standards, Testing, and Curriculum Enactment

Abstract

Much of the recent data on the state of social studies teaching has focused on the impact of NCLB on the decline of instructional time in elementary classrooms. The purpose of this study was to investigate the current status of K-12 social studies curriculum and instructional practice, as reported by classroom teachers. The survey investigated the impact of mandated testing, teachers’ instructional strategies, and technology integration in the classroom. This paper presents findings from selected states representing Southeast, Midwest, and Pacific Northwest regions with comparison to data from the 2010-2011 National Study on the State of Social Studies Teachers.

Authors

• Gayle Y. Thieman, Portland State University

• Patrice Preston-Grimes, University of Virginia

• Joseph E. O Brien, The University of Kansas

• John P. Broome, University of Mary Washington

• Tom Barker, The University of Kansas

• Ashley G. Lucas, Towson University

• Jeff Passe, Towson University

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