ERIC Number: EJ1040027
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
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.
Descriptors: Social Studies, Teacher Surveys, Teacher Attitudes, Elementary School Teachers, Middle School Teachers, Secondary School Teachers, Educational Strategies, Critical Thinking, Educational Legislation, Federal Legislation, Teaching Methods, Technology Uses in Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top