Elementary ELA/Social Studies Integration: Challenges and Limitations

Autor/in	Heafner, Tina L.
Titel	Elementary ELA/Social Studies Integration: Challenges and Limitations
Quelle	In: Social Studies, 109 (2018) 1, S.1-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2017.1399248
Schlagwörter	Elementary School Students; Barriers; English; Language Arts; Social Studies; Case Studies; Qualitative Research; Urban Schools; School Districts; Educational Change; School Schedules; Formative Evaluation; Summative Evaluation; Interviews; Observation; Recordkeeping; Interdisciplinary Approach; Teaching Methods; Integrated Curriculum; Content Area Reading; Content Area Writing + Suchen Sie Ihr Suchwort? English language; Englisch; Sprachkultur; Gemeinschaftskunde; Case study; Fallstudie; Case Study; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Bildungsreform; Schulzeiteinteilung; Interviewing; Interviewtechnik; Beobachtung; Leistungsnachweis; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Schriftliche Übung
Abstract	Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 minutes to the instructional day and implemented a series of formative and summative assessments. Each participant was treated as a particular case and a within-case analysis was used. Through classroom observations, interviews, time journals, and official school documents, I describe underlying perceptions and priorities that were barriers to any positive impact time or testing might have afforded social studies. Findings suggest that scheduled or mandated ELA/social studies integration does not always materialize and there are reasons for this gap. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01