ERIC Number: EJ1173630
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Elementary ELA/Social Studies Integration: Challenges and Limitations
Heafner, Tina L.
Social Studies, v109 n1 p1-12 2018
Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 minutes to the instructional day and implemented a series of formative and summative assessments. Each participant was treated as a particular case and a within-case analysis was used. Through classroom observations, interviews, time journals, and official school documents, I describe underlying perceptions and priorities that were barriers to any positive impact time or testing might have afforded social studies. Findings suggest that scheduled or mandated ELA/social studies integration does not always materialize and there are reasons for this gap.
Descriptors: Elementary School Students, Barriers, English, Language Arts, Social Studies, Case Studies, Qualitative Research, Urban Schools, School Districts, Educational Change, School Schedules, Formative Evaluation, Summative Evaluation, Interviews, Observation, Recordkeeping, Interdisciplinary Approach, Teaching Methods, Integrated Curriculum, Content Area Reading, Content Area Writing
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A