Outliers: Elementary Teachers Who Actually Teach Social Studies

Autor/in	Anderson, Derek
Titel	Outliers: Elementary Teachers Who Actually Teach Social Studies
Quelle	In: Social Studies, 105 (2014) 2, S.91-100 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2013.850055
Schlagwörter	Elementary School Teachers; Social Studies; Mixed Methods Research; Interviews; Classroom Observation Techniques; Teaching Methods; Teaching Styles; Teacher Attitudes; Educational Practices; Barriers; Teacher Effectiveness; Michigan + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Lehrerverhalten; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This mixed methods study identified six elementary teachers, who, despite the widespread marginalization of elementary social studies, spent considerable time on the subject. These six outliers from a sample of forty-six Michigan elementary teachers were interviewed, and their teaching was observed to better understand how and why they deviate from the norm. An autonomy-versus-control continuum is used to frame how teachers decide what, when, and how to teach. Challenging existing literature that suggests that additional attention to elementary social studies comes from testing pressure or by providing teachers with autonomy, findings of this study reveal that five of the six teachers taught social studies frequently and extensively because their schedules were externally controlled to designate specific time for social studies instruction. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10