Elementary Teachers' Experiences Using Informational Texts to Teach Social Studies in Eastern Kentucky
Grade Level at Time of Presentation
Junior
Major
Elementary Education
Minor
None
Institution
Morehead State University
KY House District #
99
KY Senate District #
27
Faculty Advisor/ Mentor
Kimberlee A. Sharp, Ed.D.
Department
Dept. of Education
Abstract
One component of the United States' public school curriculum core is social studies. Since the No Child Left Behind Act (2001), elementary social studies has been marginalized, and in some cases, eliminated from the school day in favor of increased time for literacy and mathematics instruction. Kentucky’s adoption of the ELA Common Core standards in 2010 set in motion an opportunity to re-position social studies status in the elementary school day. This opportunity, referred to as informational texts in the Common Core standards, emphasizes reading and comprehension skills of nonfiction. Has the use of informational texts provided elementary teachers more opportunity to teach social studies content? Are elementary teachers consulting state and national standards for teaching social studies when utilizing informational texts; and, are elementary teachers assessing social studies content knowledge when teaching with informational texts? This study seeks to understand these questions and whether the ELA Common Core is the impetus teachers need in order to revitalize social studies instruction in the elementary grades. This presentation will report on the research design, population, methodology, and literature review as it pertains to Eastern Kentucky elementary teachers’ experiences using informational texts to teach social studies.
[note: the survey is currently in development and the researchers have set February 2018 as the targeted launch date.]
Elementary Teachers' Experiences Using Informational Texts to Teach Social Studies in Eastern Kentucky
One component of the United States' public school curriculum core is social studies. Since the No Child Left Behind Act (2001), elementary social studies has been marginalized, and in some cases, eliminated from the school day in favor of increased time for literacy and mathematics instruction. Kentucky’s adoption of the ELA Common Core standards in 2010 set in motion an opportunity to re-position social studies status in the elementary school day. This opportunity, referred to as informational texts in the Common Core standards, emphasizes reading and comprehension skills of nonfiction. Has the use of informational texts provided elementary teachers more opportunity to teach social studies content? Are elementary teachers consulting state and national standards for teaching social studies when utilizing informational texts; and, are elementary teachers assessing social studies content knowledge when teaching with informational texts? This study seeks to understand these questions and whether the ELA Common Core is the impetus teachers need in order to revitalize social studies instruction in the elementary grades. This presentation will report on the research design, population, methodology, and literature review as it pertains to Eastern Kentucky elementary teachers’ experiences using informational texts to teach social studies.
[note: the survey is currently in development and the researchers have set February 2018 as the targeted launch date.]