ERIC Number: ED178423
Record Type: RIE
Publication Date: 1979-Jul-29
Reference Count: 0
The NSF Studies: Implications for Law and Humanities in Elementary Schools.
Shaver, James P.
Generalizations and implications of results from three National Science Foundation studies of elementary and secondary social studies education are reported. Results indicate that the teacher's beliefs, values, knowledge, and techniques are the key to what happens in the classroom and that textbook content rather than inquiry tends to be the center of instruction in social studies. Also, the back to basics movement is important to teachers. This commitment has serious implications because it tends to take students away from using social studies content as a means of teaching reading. In addition, results indicate that teachers have different views of schooling than do university professors and curriculum developers. Major concerns of teachers are classroom management and socialization, or teaching students to behave in the system and how to learn from printed materials. Further, many teachers do not feel comfortable with innovations and with new curricula. Other generalizations are that teachers function in a system which supports a stable view of society; the principal is an important part of the teacher's social system; and teachers want to be accepted by the community, parents, and students. Implications for curriculum development include the need for developers (1) to help modify the social system to relieve pressure on teachers; (2) to recognize that financial and moral support of the principal are important for adoption efforts; and (3) to recognize the importance of the teacher's commitment to stability and opposition to change. (KC)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: For a related document, see SO 011 110