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Full-Text Articles in Education
Voices Of Cooperating Teachers And Preservice Teachers: Implications For Elementary Social Studies Education, Mary Beth Henning, Eiu-Kyung Shin
Voices Of Cooperating Teachers And Preservice Teachers: Implications For Elementary Social Studies Education, Mary Beth Henning, Eiu-Kyung Shin
The Councilor: A National Journal of the Social Studies
Examining the current beliefs and practices of elementary social studies teachers and preservice teachers suggests that there are similarities and differences between how they perceive their roles as curricular-instructional gatekeepers (Thornton, 1991). Using both survey data and focus groups, cooperating teachers describe their contemporary elementary social studies teaching practices as a blend of stand-alone activities and integrated instruction. Elementary teachers recommend more hands-on activities and literacy development strategies be taught in social studies methods classes. Preservice teachers also reported their preferred teaching practices and rationales in social studies, showing some significant differences from cooperating teachers.
"We're Not Going To Talk About That:" A Qualitative Case Study Of Three Elementary Teachers' Experiences Integrating Literacy And Social Studies, Rebecca L. Powell
"We're Not Going To Talk About That:" A Qualitative Case Study Of Three Elementary Teachers' Experiences Integrating Literacy And Social Studies, Rebecca L. Powell
USF Tampa Graduate Theses and Dissertations
The purpose of this interpretive, qualitative multi-case study (Merriam, 2001; Stake, 1995) was to describe the experiences of three elementary classroom teachers as they integrated literacy and social studies during their literacy instruction. This study was grounded in an interpretivist paradigm and a theoretical lens of symbolic interactionism. The guiding questions were: What are the experiences of three elementary teachers when integrating literacy and social studies instruction? What information do teachers use when making decisions about integrated instruction? How do teachers’ beliefs align with their practices? How do teachers organize, plan for, and provide integrated instruction, including how they use …