The purpose of this study is to provide descriptive portraits of how two elementary teacher candidates incorporated historical photographs when teaching history. In an effort to construct new knowledge in the field of elementary social studies teacher education, an examination into their planning, implementation, and reflection was investigated.…

This study examined perspectives and practices of two secondary social studies teachers who participated in multiple technology integration efforts during their pre-service teacher education program. The study presents similarities and differences of the teachers' technology use during three distinct phases of their development: methods…

How elementary pre-service teacher candidates with considerable experience in clinical field placements identified, photographed, discussed, and categorized samples of what they construed as democratic citizenship education occurring within elementary classrooms was explored in this study. Candidates discussed an initial set of captioned photos…

Effective uses of technology in social studies methods courses is an under-researched field. This study focused on the development of WebQuests to engage teacher candidate's exploration of the Internet as an authentic medium for inquiry in social studies education. Analysis of appropriateness of tasks in the WebQuests, depth of ideas and audience…

This study sought to assess the influence of an intensive social studies teacher preparation program on the belief of a cohort of graduate preservice teachers. In particular, it sought to determine whether the participants' methods courses, field experiences and student teaching led to changes in their beliefs about teaching and learning social…

Issues-centered teaching is considered an alternative to the monotonous, fragmented and coverage-oriented approach characteristic of most approaches to social studies instruction. This paper sought to investigate how six second-year middle and high school social studies teachers attempted to implement an issues-centered instructional model taught…

In this study, 30 students in a graduate level social studies methods course used digital historical resources to respond to a single question about the Cuban Missile Crisis: "How was the Cuban Missile Crisis resolved?" The participants were placed in three groups and each group was given a different scaffolding strategy for using online sources…

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)

Examines the interpretation of social studies found in 96 Egyptian teachers-in-training using the Barth/Shermis Social Studies Preference Scale. Results showed the subjects had not developed a meaning for social studies as conceptualized in the United States. Implications of this finding are discussed. (TRS)

A national survey of 223 colleges and universities with undergraduate elementary teacher education programs showed that most required a course in social studies methods but required less than the 18 credit hours in social science content recommended by the National Council for the Social Studies Teacher Education guidelines. (Author/RM)

One part of the Merrill and Tennyson model for concept teaching consists of expository presentations of the concept arranged from easy to difficult. This study showed that the presentation order, i.e., the order of difficulty, does not significantly affect student achievement. (Author/RM)

Deals with a survey undertaken among 16 higher education institutions in Arkansas. Findings indicated that over 50 percent of Arkansas social studies teachers received their initial certification in another field, 25 percent took no social studies methods courses, and more than 50 percent of social studies instructors expressed dissatisfaction…

Examines relationships between an elementary social studies methods course and three student teachers' beliefs and practices. Discovers significant connections between the methods course and student teacher beliefs but finds contextual constraints on implementing planning and instructional practices suggested by the methods course. Argues studies…