The Status of Science and Social Studies Education in Selected Rural Schools of Northeast Alabama and Northwest Georgia.

Autor/inn/en	Easton, Stanley E.; King, Franklin L.
Institution	Jacksonville State Univ., AL.
Titel	The Status of Science and Social Studies Education in Selected Rural Schools of Northeast Alabama and Northwest Georgia.
Quelle	(1991), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Curriculum Development; Educational Technology; Elementary Secondary Education; Instructional Materials; Interviews; Professional Development; Rural Schools; Science Education; Social Studies; Teacher Attitudes; Teaching Methods; Alabama; Georgia + Suchen Sie Ihr Suchwort? Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unterrichtsmedien; Lehrmaterial; Lehrmittel; Interviewing; Interviewtechnik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Naturwissenschaftliche Bildung; Gemeinschaftskunde; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The status of science and social studies education in rural schools seems marginal. This study collected information on the issue by an interview survey. Nine public schools that enrolled 6th, 7th, and 8th grade students in rural northeast Alabama and northwest Georgia were randomly selected for the study. The principal, librarian, a science teacher, and a social studies teacher at each school were interviewed. Most of the social studies and science teachers stated that the purpose of teaching their subject was to enable students to understand the world so they could act upon it. Traditional techniques, such as lecture, discussion, individual assignments, and tests or quizzes were the most frequently used. Techniques that were seldom or never used before included programmed instruction, computer-assisted instruction, simulations, role plays, debates, panels, field trips, and guest speakers. The videocassette recorder was the most frequently used piece of instructional media equipment. Teachers, especially science teachers, were dissatisfied with the physical resources available for instructional support. Surveyed teachers mainly relied on local resources for professional development. Improving rural education may involve more appropriate curricula that take advantage of resources found in local communities. This report contains tables illustrating the use of classroom techniques by science and social studies teachers. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC