The State of Social Studies: A National Random Survey of Elementary and Middle School Social Studies Teachers

Autor/inn/en	Leming, James S.; Ellington, Lucien; Schug, Mark
Titel	The State of Social Studies: A National Random Survey of Elementary and Middle School Social Studies Teachers
Quelle	In: Social Education, 70 (2006) 5, S.322-327 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Cultural Pluralism; Middle Schools; Telephone Surveys; Social Studies; Elementary Education; Elementary School Teachers; Curriculum; Teaching Methods; Civics; Teacher Attitudes; Teacher Education; Political Attitudes; Role of Education; Citizenship Education; Middle School Teachers + Suchen Sie Ihr Suchwort? Kulturpluralismus; Middle school; Mittelschule; Mittelstufenschule; Telephone interview; Telefoninterview; Gemeinschaftskunde; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Staatsbürgerkunde; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Political attitude; Politische Einstellung; Bildungsauftrag; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Middle schools
Abstract	This study attempts to gain some level of national understanding of what exactly is going on with social studies in elementary and middle schools. It focuses upon public elementary and middle schools, the educational institutions where formal history and civic education allegedly begins. A nationally representative telephone survey of 1,051 randomly selected second-, fifth-, and eighth-grade social studies teachers was conducted through the University of Connecticut's Center for Survey Research and Analysis. The results of the survey show that, among others, schools place less importance on social studies than most other subjects, teachers in two of the three grades surveyed (second, fifth) spend little classroom time on social studies, and acceptance of cultural diversity was rated the most important reason for teaching social studies than learning about American heroes. The findings of the survey are discussed in this article. (Contains 3 tables and 2 notes.) (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10