“Reading and math take so much of the time…”: An Overview of Social Studies Instruction in Elementary Classrooms in Indiana1

By Phillip J. VanFossen. 2005

201 citations recorded by the source corpus.

Subfields: General Agricultural and Biological Sciences, Geography, Planning and Development, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ed257de576535e9cb8b8ceaf76490ae8afc22f18

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Agricultural and Biological Sciences

1. Tina L. Heafner
2. J. Wills
3. R. Lambert
4. Paul G. Fitchett
5. J. H. Sandholtz

In Geography, Planning and Development

1. Tina L. Heafner
2. J. Wills
3. R. Lambert
4. Paul G. Fitchett
5. J. H. Sandholtz

In Sociology and Political Science

1. Tina L. Heafner
2. Paul G. Fitchett
3. R. Lambert
4. J. H. Sandholtz
5. Stephanie C. Serriere
6. J. Wills

Citations in the corpus

• Putting Reading First: Teaching Social Studies in Elementary Classrooms (2008, background): “Not surprisingly, recent findings indicate that elementary school teachers devalue social studies, misunderstand its purpose, and fail to utilize powerful instructional methods (Burroughs, Groce, & Webeck, 2005; Rock et al., 2006; VanFossen, 2005; von Zastrow & Janc, 2004).”
• Putting the Squeeze on Social Studies: Managing Teaching Dilemmas in Subject Areas Excluded from State Testing (2007, background): “…time devoted to social studies report intermediate teachers spending anywhere from approximately 150 minutes to close to 230 minutes per week on social studies, significantly more time than available to Mrs. Matthews or Mrs. Thomas (Goodlad, 1984; Thornton & Houser, 1996; VanFossen, 2005).”
• A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization (2010, background): “Although researchers have explored the marginalization of social studies from a state or regional perspective (see Burroughs, Groce, & Webeck, 2005; Heafner, Libscomb, & Rock, 2006; Lintner, 2005; Rock et al., 2006; VanFossen, 2005; Wills, 2007), limited research exists on a national level.”
• Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach (2012, background): “Yet, both social studies and content literacy are often neglected in the primary grades (Duke, 2000; Fitchett & Heafner, 2010; Jeong, Gaffney, & Choi, 2010; McGuire, 2007; Pace, 2011; VanFossen, 2005; Vogler et al., 2007).”
• Constrained Professionalism: Dilemmas of Teaching in the Face of Test-Based Accountability (2009, background): “Studies of instructional time devoted to social studies in intermediate grades (Goodlad, 1984; Thornton & Houser, 1996; VanFossen, 2005) indicate that teachers spend anywhere from 150 minutes to close to 230 minutes per week on social studies, placing Mrs. Knight on the lower end of instructional…”
• Examining Elementary Social Studies Marginalization (2014, methodology): “Social studies research and theory indicates a shift in curricular prioritization and content emphasis in later grades (Fitchett & Heafner, 2010; Hanna, 1937; Thornton, 2005; VanFossen, 2005).”