Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies

Autor/in	Eaton, James W., Jr.
Titel	Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies
Quelle	(2016), (159 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-5889-7
Schlagwörter	Hochschulschrift; Dissertation; Middle School Teachers; Qualitative Research; Teacher Attitudes; Program Effectiveness; Educational Practices; Time Factors (Learning); Social Studies; School Schedules; Teaching Methods; Interviews; Teacher Surveys; Interdisciplinary Approach; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Lehrerverhalten; Bildungspraxis; Gemeinschaftskunde; Schulzeiteinteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	As part of the 2001 No Child Left Behind federal statute, U.S. lawmakers reduced the amount of time that teachers could spend on social studies instruction in favor of devoting more instructional time to other core content areas. The Middle Years Program (MYP) is present in many local middle schools in Maryland, where MYP teachers spend equal instructional time on all subjects. The purposes of this qualitative study were to gauge teachers' perceptions of the MYP and clarify the amount of instructional time being devoted to social studies education in middle schools. The research questions addressed teachers' perceptions of the allotted social studies instructional time and how their personal teaching practices addressed the possible marginalization of social studies within their schools. Guided by Bruner's constructivist framework, 6 MYP teachers from 2 Maryland middle schools were interviewed face-to-face and administered a survey on instructional time. Thematic analysis was used to interrogate the data. Teachers reported that the MYP in their schools provided adequate instructional time for social studies, and they incorporated interdisciplinary supports and MYP skills to teach globally-minded students. Findings suggest that reduced instructional time had no negative effects on teacher participants' instruction. Based on findings, a policy recommendation report was developed, which included the recommendation that the Maryland State Department of Education survey results be analyzed and disseminated to county leaders to ensure communication between levels of government. By communicating teachers' perspectives to county and school administration about how to incorporate aspects of the MYP into lessons, this study may improve students' experiences in social studies courses as a result of communication between educational leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01