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ERIC Number: EJ1155734
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0037-7996
"Rigor for What?" Social Studies Teacher Conceptions and Enactments of Instructional Rigor
Gibbs, Brian
Social Studies, v108 n5 p192-203 2017
Taken from a larger qualitative study, this article argues that rather than an encompassing uniform definition, rigor, as understood and enacted by social studies teachers, exists on a complicated spectrum. Teacher placement on this spectrum was influenced by teacher life experience, teacher interpretation of student need, pedagogy employed, how content should be used, and the role of the teacher in the lives of students. How rigor is conceived and enacted by social studies teachers can have a profound impact on the types of citizens schools nurture and develop and the role school can play in the lives of students.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A