NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1019205
Record Type: Journal
Publication Date: 2014-Jan
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0895-9048
Examining Elementary Social Studies Marginalization: A Multilevel Model
Fitchett, Paul G.; Heafner, Tina L.; Lambert, Richard G.
Educational Policy, v28 n1 p40-68 Jan 2014
Utilizing data from the National Center for Education Statistics Schools and Staffing Survey (SASS), a multilevel model (Hierarchical Linear Model) was developed to examine the association of teacher/classroom and state level indicators on reported elementary social studies instructional time. Findings indicated that state testing policy was a significant predictor of elementary teachers' reported time spent on social studies instruction. Teachers' perceptions of workplace autonomy and grade level were also associated with increased time on social studies. Conversely, teacher credentials, classroom socioeconomic contexts, and test design were not substantially associated with social studies instructional time. This study suggests that state policy mandates, grade-specific curricular organization, and teacher disposition have a substantial impact on the prioritization of social studies in US elementary schools.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A