The Marginalization of Elementary Social Studies in Teacher Education
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 1 July 2010
Issue publication date: 1 July 2010
Abstract
This article examines the literature related to the marginalization of social studies through the lens of elementary social studies teacher education. This study presents the case of two different states wherein one state, Virginia, tests social studies in elementary schools and another state, North Carolina, where social studies is not tested until middle school. The data gathered from both states were originally analyzed to shed light on the question of testing's effect on teacher preparation and subsequent curriculum enactment. Data collected from the study suggest that factors such as field experiences, programs of study, and methods instruction impact teacher education in elementary social studies in more important ways than student testing.
Keywords
Citation
Bolick, C.M., Adams, R. and Willox, L. (2010), "The Marginalization of Elementary Social Studies in Teacher Education", Social Studies Research and Practice, Vol. 5 No. 2, pp. 1-22. https://doi.org/10.1108/SSRP-02-2010-B0003
Publisher
:Emerald Publishing Limited
Copyright © 2010, Emerald Publishing Limited