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A volume in Research in Curriculum and Instruction Series Editor:
O. L. Davis, Jr. The University of Texas at Austin In many
elementary classrooms, social studies has taken a back seat to
English Language Arts and Mathematics in the wake of No Child Left
Behind and Race to the Top This volume is not another hand-wringing
lament. On the contrary, the elementary educators who have
contributed to this volume have a positive set of stories to tell
about how social studies can play a central role in the elementary
classroom, how teachers can integrate social studies knowledge and
skills throughout the school day, and how this learning can carry
over into children's homes and communities. The seven case studies
in this book, one at each elementary grade level, highlight
exemplary teachers in whose classrooms social studies is alive and
well in this age of accountability. At the end of each case study,
each teacher provides advice for elementary teachers of social
studies. Our hope is that elementary teachers and prospective
teachers, elementary principals, social studies supervisors, staff
developers, and professors of elementary social studies methods who
study the stories that we tell can be empowered to return social
studies to its rightful place in the curriculum.
Mission Statement: The book series, entitled ""Research in
Curriculum and Instruction"", will focus on a) considerations of
curriculum practices at school, district, state, and federal
levels, b) relationship of curriculum practices to curriculum
theories and societal issues, c) concerns derived from curriculum
policy analyses and from analyses of various curriculum advocacies,
and d) insights derived from investigations into curriculum
history. Although the series will emphasize the American curriculum
scene, aspects of curriculum practice and theory embedded in non-US
countries will not be overlooked. Furthermore, this series will not
restrict its concern to general curriculum matters, but it will
draw explicit attention to curriculum issues relating to the
several curriculum subjects. The series' primary concern will be to
illuminate practice and issues toward informed and improved
curriculum practice. This volume will contain selected papers
presented at meetings of the Society for the Study of curriculum
History across the past decade plus several specially commissioned
papers from senior scholars in the field. Professor Field was the
Society's President for some time during that period. Papers will
treat dimensions of the development of the American school
curriculum, both elementary and secondary.
A volume in Research in Curriculum and Instruction Series Editor:
O. L. Davis, Jr. The University of Texas at Austin In many
elementary classrooms, social studies has taken a back seat to
English Language Arts and Mathematics in the wake of No Child Left
Behind and Race to the Top This volume is not another hand-wringing
lament. On the contrary, the elementary educators who have
contributed to this volume have a positive set of stories to tell
about how social studies can play a central role in the elementary
classroom, how teachers can integrate social studies knowledge and
skills throughout the school day, and how this learning can carry
over into children's homes and communities. The seven case studies
in this book, one at each elementary grade level, highlight
exemplary teachers in whose classrooms social studies is alive and
well in this age of accountability. At the end of each case study,
each teacher provides advice for elementary teachers of social
studies. Our hope is that elementary teachers and prospective
teachers, elementary principals, social studies supervisors, staff
developers, and professors of elementary social studies methods who
study the stories that we tell can be empowered to return social
studies to its rightful place in the curriculum.
Mission Statement: The book series, entitled ""Research in
Curriculum and Instruction"", will focus on a) considerations of
curriculum practices at school, district, state, and federal
levels, b) relationship of curriculum practices to curriculum
theories and societal issues, c) concerns derived from curriculum
policy analyses and from analyses of various curriculum advocacies,
and d) insights derived from investigations into curriculum
history. Although the series will emphasize the American curriculum
scene, aspects of curriculum practice and theory embedded in non-US
countries will not be overlooked. Furthermore, this series will not
restrict its concern to general curriculum matters, but it will
draw explicit attention to curriculum issues relating to the
several curriculum subjects. The series' primary concern will be to
illuminate practice and issues toward informed and improved
curriculum practice. This volume will contain selected papers
presented at meetings of the Society for the Study of curriculum
History across the past decade plus several specially commissioned
papers from senior scholars in the field. Professor Field was the
Society's President for some time during that period. Papers will
treat dimensions of the development of the American school
curriculum, both elementary and secondary.
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