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ERIC Number: EJ1040027
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0037-7996
Patterns of Early Childhood, Elementary, and Middle-Level Social Studies Teaching: An Interpretation of Illinois Social Studies Teachers' Practices and Beliefs
Lucey, Thomas A.; Shifflet, Rena A.; Weilbacher, Gary A.
Social Studies, v105 n6 p283-290 2014
Using data from a national social studies survey, the authors examined instructional trends among Illinois elementary and middle school social studies teachers. The authors found that teachers preferred whole-group and teacher-centered instructional strategies over more active, student-centered methods. While surveyed teachers predominately indicated that one of the primary goals of teaching social studies was to improve critical-thinking ability, their pedagogical preferences were more conducive to teaching basic facts. The authors also found that middle-level teachers were more likely to use teaching strategies that promoted critical thinking than were used by their elementary school colleagues.
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
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top