Teacher experiences and perceptions about teaching social studies

Winstead, L. (2011). The impact of NCLB and accountability on social studies: Teacher experiences and perceptions about teaching social studies. The Social Studies, 102(5), 221-227.

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This article examines the challenges of teaching a social studies curriculum within the guidelines of No Child Left Behind, especially when the curriculum is not tied to standardized testing. Nine elementary school social studies teachers completed a background survey, wrote about their experiences, and participated in a focus group discussion. Teachers believed that accountability measures taken at their schools had affected the amount of instructional time dedicated to social studies and that students’ access to civic knowledge and participatory education have been diminished along with the resources and professional development necessary to teach the subject competently. Teachers limit their instruction of social studies because subjects such as language arts and mathematics are regarded as having a higher educational value due to the high-stakes tests attached to this subjects. Findings also show that instructional time allocated to social studies increases in higher-grade levels as social studies appears as one of the standardized assessments.

Four overarching themes emerged based on the teachers’ experiences and perceptions about the teaching of social studies within the guidelines of No Child Left Behind:

• Social studies is relevant and helps students make real-world connections.
• Subjects that are assessed dominate over instructional teaching periods.
• Focus on assessed subjects deprive students of time for social, civic, and critical discussions.
• There is a lack of professional support for social studies instruction.