TAKING THE “SQUEEZE” OFF OF SOCIAL STUDIES: A Phenomenological Study of Teacher “Curricular” Autonomy and its Effects on Social Studies Instructional Time
Year: 2016
Type: article
Abstract: The state of social studies instruction in US schools has become dismal. The purpose of this phenomenological study was to gain an understanding of the impact of high stakes testing on social studies teaching when it is not tested by the state. I examined the elementary teacher’s “curricular” autonomy (curricular/instructional decision making) within the context of social studies teaching in a suburban low performing, urban demographic, school. Participants were asked to describe the experience of making instructional decisions regarding social studies education. The specific aims of this study were to: 1. reveal the meaning of teacher autonomy for teachers in a low performing elementary school in the state of Missouri 2. reveal the perceptions of the role of social studies for teachers in a low performing elementary school in the state of Missouri 3. give voice to teachers in low performing elementary schools who are in high stakes testing states, where social studies is not tested
Author: Jerri Antoinette Johnson
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2756558560