ERIC Number: EJ1023522
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 89
What to Teach and How to Teach It: Elementary Teachers' Views on Teaching Inquiry-Based, Interdisciplinary Science and Social Studies in Urban Settings
Santau, Alexandra O.; Ritter, Jason K.
New Educator, v9 n4 p255-286 2013
Inquiry-based and interdisciplinary teaching practices exemplify constructivist approaches to education capable of facilitating authentic student learning; however, their implementation has proven particularly challenging within certain contexts in the United States. This qualitative study considers one such context via an investigation of elementary teachers' views on teaching inquiry-based, interdisciplinary science and social studies in urban settings. Interview data from 15 teachers in three urban schools are presented. Findings describe how teachers' views compare to the respective national standards in each curricular area and detail the barriers they report to implementing such practices in their classrooms.
Descriptors: Elementary School Teachers, Teacher Attitudes, Inquiry, Interdisciplinary Approach, Science Instruction, Social Studies, Urban Areas, Interviews, National Standards, Barriers, Educational Legislation, Federal Legislation, Urban Education, Student Diversity, Case Studies, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001