Elementary Teachers' Perceptions of the Importance of Social Studies Instruction in the Era of Accountability
Elementary Teachers' Perceptions of the Importance of Social Studies Instruction in the Era of Accountability

Author: Terrance Scott Trego

Publisher:

Published: 2015

Total Pages: 126

ISBN-13:

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This study examined the perceptions of elementary teachers regarding social studies instruction. Teacher beliefs on the curricular importance of social studies instruction and why it is included in elementary school curriculum was the specific focus of the study. In addition, the research examined the factors that influence the amount of time elementary teachers provide social studies instruction. Participants were teachers employed by three districts located in south central Pennsylvania. Thirty-nine elementary teachers participated in a researcher constructed online survey. Twelve elementary teachers answered researcher designed interview questions. The study concluded that elementary teachers believed social studies was an important subject because it provides an opportunity for students to demonstrate content knowledge, historical analysis, and helps students develop skills in reading/English Language Arts. However, participants ranked social studies' importance behind other core subjects of math, reading/English language arts, and science. Participants believed that social studies instruction should receive more minutes and believe that school districts do not consider it a priority subject in earlier grade levels. Some teachers believed that the fact that social studies is not a state tested subject contributed to a lack of curricular commitment to instructional minutes by school districts. In addition, elementary teachers were confident in their ability to provide instruction in social studies.

Science and Society in the Classroom
Science and Society in the Classroom

Author: Geeta Verma

Publisher: Cambria Press

Published: 2009

Total Pages: 234

ISBN-13: 1604976594

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"In this book, the author posits that the exploration of urban students' engagement with school science using sociocultural perspectives may uncover factors that influence students learning and success in the science classrooms. The author further proposes that using curricula framed around sociocultural perspectives may develop students' understandings about the role science and technology plays in their lives, as well as well as in the larger society, thus making science more accessible and relevant for these children in urban settings." "There has been no study to date that examines the impact of curricular approaches guided by a sociocultural framework (contextualized curriculum in this study) on the comprehension level and attitudes of students. The study fills that gap and holds implications for the inclusion of alternative curricular framework in urban middle school science classrooms." "The author has used a mixed-methods study and draws upon both quantitative and qualitative data sources. The study design allows the reader to appreciate the perspectives of participating students and teachers on the use of contextualized curricular framework versus curricular framework guided by IVF practices in urban middle school science classrooms"--BOOK JACKET.

What Is the Influence of the National Science Education Standards?
What Is the Influence of the National Science Education Standards?

Author: National Research Council

Publisher: National Academies Press

Published: 2002-12-05

Total Pages: 223

ISBN-13: 0309087430

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In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.

What Girls Say About Their Science Education Experiences
What Girls Say About Their Science Education Experiences

Author: Michael Papadimitriou

Publisher: Trafford Publishing

Published: 2004-07-13

Total Pages: 216

ISBN-13: 1412226228

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What Girls Say About Their Science Education Experiences describes the science education experiences of 12 young ladies enrolled in advanced science courses in a Southeast Texas High School. What Girls Say... includes profiles of each girl and topical chapters dealing with generalizations about the key elements of experience that the girls illuminated. Also, a detailed review of the current literature related to girls and science is provided. The strength of the text lies in the use of the participants. words to describe their own experiences. Unfortunately, despite over 30 years of research related to gender and science education, females still are underrepresented in some upper-level high school science courses, particular college science curricula and majors, and many scientific careers. While boys and girls enter school with equal ability, girls are marginalized in science and math to the point that they trail males in science interest and participation by graduation time. However, such differences have decreased. While attitudes, achievement levels, and the other components of "the science education experience" have been quantitatively examined, very little qualitative analysis exists to describe the educational experience of females in American high school classrooms from the perspective of the student. A description of this phenomenon as constructed through the experiences of female students represents a worthy pursuit. This book represents an attempt to describe this phenomenon as constructed through the experiences of female students. Very simply, the purpose of this book was to describe the essential elements of the current science education experience as constructed by female physics and advanced chemistry students. The construct of science education experience for females included perceived (a) affective attitudes, (b) achievement and success, (c) ability, (d) cultural factors, (e) social-psychological factors, (f) interpersonal factors, and (g) instructional/teacher factors. All of these topics are addressed in What Girls Say About Their Science Education Experiences.