e-journal

Examining Elementary Social Studies Marginalization: A Multilevel Model

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Utilizing data from the National Center for Education Statistics Schools and Staffing Survey (SASS), a multilevel model (Hierarchical Linear Model) was developed to examine the association of teacher/classroom and state level
indicators on reported elementary social studies instructional time. Findings indicated that state testing policy was a significant predictor of elementary teachers’ reported time spent on social studies instruction. Teachers’ perceptions
of workplace autonomy and grade level were also associated with increased time on social studies. Conversely, teacher credentials, classroom socioeconomic contexts, and test design were not substantially associated with social studies instructional time. This study suggests that state policy mandates, grade-specific curricular organization, and teacher disposition have a substantial impact on the prioritization of social studies in US elementary schools.

Keywords
social studies, elementary education, educational policy, accountability

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Informasi Detail

Judul Seri

Educational Policy

No. Panggil

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Penerbit

: The Author., 2014

Deskripsi Fisik

Educational Policy 2014, Vol 28(1) 40– 68

Bahasa

English

ISBN/ISSN

DOI: 10.1177/0895904

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Edukasi

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

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