This paper proposes that as a way to broaden the theoretical and historical context of social studies foundational literature and curriculum history, attention must be given to issues of race and racism related the experiences of African Americans. First, race and racism should be used as an analytical tool to examine longstanding foundations…

This qualitative content analysis was conducted to determine how Mexico and Mexican people are portrayed in contemporary U.S. elementary social studies textbooks. Three textbooks from each of three major publishers were analyzed. Findings are presented in five sections: images and photographs, holidays, Mexican people and heroes, contested…

The purpose of this study was to examine secondary social studies teachers' professional characteristics and workplace perceptions in order to better understand who represents social education in the twenty-first century. Utilizing data from the National Center for Educational Statistics Schools and Staffing Survey, parametric and non-parametric…

In this research study, we undertook a content analysis of thirteen economics and business textbooks, which were examined for their coverage of the social economy, which encompasses a range of nonprofit and social enterprise organizations that put "people before profits." The goal was to understand the ways that these textbooks represent official…

The conceptualized view of American Democracy and civic values does not enjoy a standardized and uniform belief system throughout the nation's constituency. Many Americans appear to have differing interpretations of freedoms and rights; expressing an individualized view that appears to be ever morphing or changing due to numerous variances such as…

Increasing numbers of students with disabilities receive a majority of their formal education in general education settings where they must be taught the knowledge, skills, and attitudes necessary to lead fully equitable and participatory lives in a democratic society. Given the need for all students to acquire civic understanding, the purpose of…

Examines why secondary pre-service students choose to major in social studies education, using a survey of pre-service teachers from Ball State University (Indiana), Kansas State University, and the University of Northern Iowa. Indicates that advanced pre-service teachers are interested in the content and attracted by the importance of the…

Two high school American history classes were involved in a study which examined the effect of (1) method of instruction and (2) gender of student on knowledge about and attitude toward course work. Journal available from Department of Social Science Education, 104 Dudley Hall, University of Georgia, Athens, Georgia 30602. (AV)

Three social studies supervisors were observed and compared in terms of their skills in communication, leadership, and decision making. Analysis of the supervisors' activities revealed participation in similar activities and common problems. Differences were related to size of jurisdiction, budget, personal style, and professional reputation.…

Discusses a study to compare effects of two teaching techniques (lecture-discussion and performance-based) on attitude and knowledge level of students in two 11th grade American history classes. Findings indicate that a combination of the two methods of instruction is the best approach to teaching. (Author/DB)

Discusses a survey to investigate discrepancies between high school social studies teachers' knowledge of and attitudes toward test item-types such as true-false, multiple-choice, and essay. Findings indicate that teacher perceptions of the relationship between item-type and cognitive skill assessed are incongruent with the perceptions of authors…

Comparison of pre-service social studies teachers in field and non-field based methods courses indicated no significant differences with regard to teaching skills, attitudes, or behaviors teachers should exhibit in the classroom. (Author/DB)

A social studies concept assessment instrument was developed and used to assess the concept development level of 24 kindergarten and 28 first grade subjects on n social concepts. Significant differences were found in scores for kindergarten and first grade; no significant differences were found in scores for race or sex. (Author/RM)

Describes a study which compared the knowledge of and attitudes toward energy of American and Japanese secondary students. Two hundred and six Japanese and 503 American students completed questionnaires. (AM)

The effectiveness of three instructional designs--reading-recitation, Gagne, and Merrill and Tennyson--in teaching social studies concepts to fourth graders was examined. Differences among the three treatment groups' means were small and insignificant but differed substantially and significantly from the control group mean. (Author/RM)