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ERIC Number: EJ1105027
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0022-0574
Teaching Social Studies/History to Elementary School Students through a Discipline-Specific Approach
Brugar, Kristy A.
Journal of Education, v196 n2 p101-114 2016
This mixed methods study explored students' learning following an intervention unit, which focused on discipline-specific practices in elementary social studies/history. The research questions were: To what extent does students' learning in social studies/history change following their participation in a unit emphasizing disciplinary-specific practices?; and How does their learning compare to students who learn the same content without this approach? Two fifth-grade teachers in a low socioeconomic district taught a disciplinary unit, and a third fifth-grade teacher in the same district taught the same content using a transmission approach. All students performed similarly on the pre-assessment. The students in the experimental classrooms were shown to have made greater gains and also, demonstrated disciplinary-specific practices. Implications for social studies/history and literacy instruction are described.
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A