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ERIC Number: EJ773725
Record Type: Journal
Publication Date: 2006
Pages: 7
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0037-7996
Supporting Exemplary Social Studies Teaching in Elementary Schools
McCall, Ava
Social Studies, v97 n4 p161-167 Jul-Aug 2006
Finding examples of exemplary social studies teaching in elementary schools is often challenging due to teachers' responsibilities for teaching many different subjects, their preparation as subject-matter generalists, the sixty-year prevalence of teacher-centered social studies instruction, and the institutional pressure to "cover" the curriculum while maintaining classroom control. Additionally, with the 2001 No Child Left Behind Act, teachers must prepare their students for high-stakes testing in reading and mathematics, while simultaneously meeting curriculum standards in subjects other than social studies. Becoming an exemplary social studies teacher has never been more difficult. This article offers background on challenges to expert teaching in social studies and recommended practices for social studies teaching, then focuses on portraying four elementary teachers who have proved to be exemplary instructors of Wisconsin studies across disciplines such as history, geography, and economics. It also illustrates the factors that have supported the four teachers' professional growth and suggests ways to achieve exemplary teaching.
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001