You are here:

More Time for Powerful Social Studies: When University Social Studies Methods Faculty and Classroom Teachers Collaborate ARTICLE

, ,

Social Studies Volume 99, Number 3, ISSN 0037-7996

Abstract

The authors focus on the collaboration between a university methods professor and two classroom teachers in teaching social studies methods as a way of bridging the gap between university preparation for teaching social studies and putting that preparation into practice in elementary classrooms. The teachers offer recommendations from their own teaching experiences for how preservice teachers can find time for powerful social studies teaching despite pressures to meet the requirements of No Child Left Behind in literacy and mathematics. They integrate social studies with literacy and math, use “teachable moments” and transitions between subjects, and incorporate social studies research with computer and media skills. In addition, they employ class meetings to practice the democratic processes of collectively setting and revising class rules, accepting responsibility for those rules, and working together to solve classroom problems. Informal feedback from the preservice teachers reflects their appreciation of advice from classroom teachers with current experience in addressing the challenge of making time for powerful social studies teaching.

Citation

McCall, A.L., Janssen, B. & Riederer, K. (2008). More Time for Powerful Social Studies: When University Social Studies Methods Faculty and Classroom Teachers Collaborate. Social Studies, 99(3), 135-141. Retrieved November 19, 2018 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Also Read

Related Collections