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ERIC Number: EJ1052527
Record Type: Journal
Publication Date: 2015
Pages: 33
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0093-3104
Knowledge Transmission versus Social Transformation: A Critical Analysis of Purpose in Elementary Social Studies Methods Textbooks
Butler, Brandon M.; Suh, Yonghee; Scott, Wendy
Theory and Research in Social Education, v43 n1 p102-134 2015
In this article, the authors investigate the extent to which 9 elementary social studies methods textbooks present the purpose of teaching and learning social studies. Using Stanley's three perspectives of teaching social studies for knowledge transmission, method of intelligence, and social transformation; we analyze how these texts prepare preservice teachers to plan, instruct, and assess social studies in the elementary grades. Findings from this study suggest that social studies methods textbooks hold divergent perspectives for teaching social studies and that the purposes presented in the texts generally determine how social studies teaching and learning is presented in the remainder of the texts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A