Teachers Think Aloud about Picture Books for Teaching Social Studies in the Primary Grades

Autor/in	Harrington, Judith Marie
Titel	Teachers Think Aloud about Picture Books for Teaching Social Studies in the Primary Grades
Quelle	(2012), (257 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-5455-1
Schlagwörter	Hochschulschrift; Dissertation; Social Studies; Picture Books; Elementary Education; Instructional Materials; Qualitative Research; Content Area Reading; Reading Aloud to Others; Lesson Plans; Experienced Teachers; Emergent Literacy; Teaching Methods; Metropolitan Areas; Elementary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gemeinschaftskunde; Picture book; Bilderbuch; Elementarunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Qualitative Forschung; Sinnerfassendes Lesen; Lesson planning; Unterrichtsplanung; Frühleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ballungsraum; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Social studies has long been relegated to the sidelines in the elementary grades. Teachers have often used children's literature to teach social studies (e.g., Hicks, 1996; Hinde, 2005, 2009; Kent & Simpson, 2008) but there are concerns that this integration shortchanges social studies learning (e.g., Alleman & Brophy, 1993, 1994; Brophy, Alleman, & Knighton, 2007). This qualitative study involved teachers in the primary grades, thinking aloud as they read three picture books with social studies content; the emphasis was on the teachers' planning processes so students were not present during the study. Participants included 27 experienced teachers from grades K-2, recruited from 14 suburban and rural schools located in a large metropolitan area in the upper Midwest. Verbal analysis (Chi, 1997) indicated that the participants perceived both social studies and literacy aspects related to each book; more attention was often paid to the social studies content than literacy development. This finding is contrary to research which found that elementary teachers (K-6) often focus on developing literacy skills more than social studies understanding when reading texts to teach social studies (Boyle-Baise, Hsu, Johnson, Serriere, & Stewart, 2008). The 27 participants utilized books for multiple purposes in order to address curriculum demands and time constraints: to teach literacy skills, to develop literary appreciation, and to foster content understanding. These findings have implications for publishers, curriculum planners, and teacher educators, as well as the teachers themselves. Given the resources and freedom to explore both literacy and content aspects of the literature they use in their class, teachers in the primary grades would be both willing and able to meaningfully address both. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01