Putting Reading First: Teaching Social Studies in Elementary Classrooms

Marilynne Boyle-Baise ^[2] ; Ming-Chu Hsu ^[2] ; Shaun Johnson ^[2] ; Stephanie Cayot Serriere ^[1] ; Dorshell Stewart ^[2]
1. [1] Pennsylvania State University
  
  Pennsylvania State University
  
  Borough of State College, Estados Unidos
2. [2] Indiana University
Localización: Theory and research in social education, ISSN 0093-3104, Vol. 36, Vol. 3, 2008, págs. 233-255
Idioma: inglés
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Resumen
- In this case study, the authors describe and analyze social studies education in 13 classrooms across six elementary schools in the Midwest. Reading and reading achievement dominated instructional time and intent across the schools. In the primary grades, social studies was pre-empted by reading, often relegated to an explanatory story note. In upper grades, social studies was focused on the textbook, with emphasis on literacy skills, such as the comprehension of nonfiction accounts. Teachers claimed to integrate social studies with reading, but integration was opportunistic, as happenstance, rather than systematic. This study informs efforts to retain and sustain credible social studies instruction in elementary schools. The authors recommend positions and actions that potentially can increase the quality and quantity of social studies education in elementary schools.