ERIC Number: EJ1019205
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 86
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.
Descriptors: Social Studies, State Policy, Elementary School Teachers, Teacher Attitudes, Time Blocks, Predictor Variables, Socioeconomic Influences, Test Construction, Teacher Qualifications, Personality Traits, Educational Policy, Accountability, Pedagogical Content Knowledge, Professional Autonomy
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Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Authoring Institution: N/A