ERIC Number: ED032249
Record Type: RIE
Publication Date: 1969-Feb
Reference Count: 0
Identification of Social Issues Teachers.
Massialas, Byron G.; And Others
A study was conducted to re-examine three generalizations based on limited previous research concerning social issues in schools: (1) Such issues have not been incorporated in the curriculum and are not trained to systematically examine social controversy; and (3) teachers are afraid to examine many social issues because of the possibility of sanctions from the community or school administration. Biology, English, and social studies teachers (493 of the 682 in a probability sample of public and private secondary schools in Michigan) responded to questionnaire items dealing with (1) identification of issues which they considered to be controversial; (2) how much time they devoted to such issues; (3) a fact and opinion matrix (which asked them to differentiate between statements of fact and statements of opinion); (4) issues they felt should or should not be discussed in the classroom and reasons why; (5) types of materials they preferred to use in such discussion; and (6) attitudes toward the roles of teachers and students in the discussion of controversial issues. Demographic data was also collected. A single demographic profile of the "social issues" teacher does not emerge from the data, but the image of the sanction-prone teacher afraid of discussing controversial issues is brought into serious question. (Data summaries for each questionnaire section are presented and discussed. SP 003 023 is a related document.) (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Michigan Univ., Ann Arbor.
Note: Part of a study entitled STRUCTURE AND PROCESS OF INQUIRY INTO SOCIAL ISSUES IN SECONDARY CLASSROOMS.