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ERIC Number: ED159128
Record Type: RIE
Publication Date: 1974
Pages: 13
Abstractor: N/A
Reference Count: 0
Which History Is Most Important? Views from Secondary History Teachers.
Krakow, Jere L.
High school social studies teachers' perceptions of the study of history were measured in this study. Specifically, it assessed their opinions of the most important topics in the field of history, and how their opinions were influenced by their sex, teaching experience, and size of high school. An introductory section offers a historical overview of approaches to evaluating the effectiveness of American schools. In 1963 the National Assessment of Educational Progress (NAEP) was established. This body spent several years identifying basic social studies objectives, as well as specific objectives for subject areas within social studies. The research described in this paper used NAEP's objectives in a questionnaire administered to almost 700 high school social studies teachers in Missouri. Teachers believed the history of western cultures was most important, followed by history of eastern cultures, India, Latin America, and Sub-Saharan Africa. They also ranked, in order of importance, political science, U.S. history, economics, sociology, world history, and geography. Teachers who had the most years of teaching experience agreed most with NAEP's objectives for U.S. and world history. Teachers in small high schools who had more experience viewed Latin American history objectives more favorably than did less experienced teachers in medium and large sized high schools. One conclusion is that researchers should examine why history, especially non-western history, is regarded as less important than several other social sciences. (Author/AV) Aspect of National Assessment (NAEP) dealt with in this document: Results (Secondary Analyses).
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Missouri