The Aftermath of No Child Left Behind in Elementary Social Studies and Science Field Experiences

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-1 - Division K Section 6 Poster Session. Field Experiences: Student Teaching, Supervision, School/Community Collaborations, and Approaches in Teacher Education

Abstract

This quantitative study investigates the frequency and quality of social studies and science lessons observed in Elementary field experiences by pre-service teachers at a Midwestern university. Participants (n= 156) included students enrolled in an elementary social studies or science methods course during the fall 2013 and spring 2014 semesters where they responded to a survey which included open ended items to report the frequency and quality of lessons they observed. Findings indicate that pre-service elementary teachers witness few, if any, lessons in social studies or science during their time in elementary classrooms. Implications for teacher education are discussed.

Authors

• Antonio J. Castro, University of Missouri - Columbia

• Andrea M Hawkman, University of Missouri

• Lloyd H. Barrow, University of Missouri

• Linda B. Bennett, University of Missouri