Tina L Heafner
Biographic Data
| ID | 1606013 |
|---|---|
| NAME | Tina L Heafner |
| GIVEN NAMES | Tina L |
| FAMILY NAME | Heafner |
| SIGNATURE | HEAFNER T L |
| AFFILIATIONS | University of North Carolina at Charlotte |
| ORCID | 0000-0002-7184-7271 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement
Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning-a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of…
Elementary ELA/Social Studies Integration: Challenges and Limitations
Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 minutes to the instructional day and implemented a series of formative and summative assessments. Each participant was…
Situated Word Learning: Words of the Year (WsOY) and Social Studies Inquiry
Current events influence public interest and drive Internet word searches. For over a decade, linguists and dictionary publishers have analyzed big data from Internet word searches to designate “Words of the Year” (WsOY). In this study, we examine how WsOY can foster critical digital literacy and illuminate essential aspects of inquiry and disciplinary thinking within social studies. We contend WsOY and online dictionaries are fertile ground for …
Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and practice
Exploring the Effectiveness of Online Education in K-12 Environments
The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. Exploring the Effectiveness of Online Education in K-12 Environments combines empirical evidence and best practices in current K-12 distance learning and virtual schools. Emphasizing current resear…
The Caep Standards and Research on Educator Preparation Programs: Linking Clinical Partnerships With Program Impact
Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary education teacher preparation program, authors consider how clinical partnerships can be designed in…
National Trends in Elementary Instruction: Exploring the Role of Social Studies Curricula
Using data from the National Center for Educational Statistics research spanning fifteen years, researchers examined the impact of national educational policy implementation on the role of social studies in elementary schools. Specifically, with the reauthorization of No Child Left Behind (NCLB) in 2007 and the continuation of federal-mandated testing of English language arts (ELA) and mathematics in grades three through five, researchers sought …
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization
The purpose of this study was to explore the nationwide historic trend of elementary social studies marginalization compared to math, science, and language arts. Incorporating 17 years of data from the National Center for Educational Statistics (NCES) Schools and Staffing Survey, the authors conducted comparative analyses to investigate differences in instructional time between elementary social studies and other core subject areas. In addition, …
Cultural Universals, Big Ideas, and Young Children
High-School Teachers’ Attempts to Promote Self-Regulated Learning: “I may learn from you, yet how do I do it?”
One State Closer to a National Crisis: A Report on Elementary Social Studies Education in North Carolina Schools
In response to the growing concern of the marginalization of social studies education, members of the North Carolina Professors of Social Studies Education (NCPSSE) organization began a longtitudinal study in 2003 to examine elementary social studies education. This study is part of a statewide initiative among six universities in the North Carolina University system. The participating universities include: UNC Charlotte, UNC Asheville, Appalachi…
Promoting Reading Comprehension in Social Studies
Researchers suggest there is a reading crisis in middle and secondary schools. However, many content area teachers do not consider themselves reading teachers, nor do they know how to help students develop comprehension skills. Using the Scaffolded Reading Experience approach as a framework, this article provides content area teachers with concrete techniques for teaching reading and content through textbook, primary, and fictional sources
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization
The purpose of this study was to explore the nationwide historic trend of elementary social studies marginalization compared to math, science, and language arts. Incorporating 17 years of data from the National Center for Educational Statistics (NCES) Schools and Staffing Survey, the authors conducted comparative analyses to investigate differences in instructional time between elementary social studies and other core subject areas. In addition, …
One State Closer to a National Crisis: A Report on Elementary Social Studies Education in North Carolina Schools
In response to the growing concern of the marginalization of social studies education, members of the North Carolina Professors of Social Studies Education (NCPSSE) organization began a longtitudinal study in 2003 to examine elementary social studies education. This study is part of a statewide initiative among six universities in the North Carolina University system. The participating universities include: UNC Charlotte, UNC Asheville, Appalachi…
Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and practice
National Trends in Elementary Instruction: Exploring the Role of Social Studies Curricula
Using data from the National Center for Educational Statistics research spanning fifteen years, researchers examined the impact of national educational policy implementation on the role of social studies in elementary schools. Specifically, with the reauthorization of No Child Left Behind (NCLB) in 2007 and the continuation of federal-mandated testing of English language arts (ELA) and mathematics in grades three through five, researchers sought …
Elementary ELA/Social Studies Integration: Challenges and Limitations
Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 minutes to the instructional day and implemented a series of formative and summative assessments. Each participant was…
The Caep Standards and Research on Educator Preparation Programs: Linking Clinical Partnerships With Program Impact
Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary education teacher preparation program, authors consider how clinical partnerships can be designed in…
High-School Teachers’ Attempts to Promote Self-Regulated Learning: “I may learn from you, yet how do I do it?”
Promoting Reading Comprehension in Social Studies
Researchers suggest there is a reading crisis in middle and secondary schools. However, many content area teachers do not consider themselves reading teachers, nor do they know how to help students develop comprehension skills. Using the Scaffolded Reading Experience approach as a framework, this article provides content area teachers with concrete techniques for teaching reading and content through textbook, primary, and fictional sources
One State Closer to a National Crisis: A Report on Elementary Social Studies Education in North Carolina Schools
In response to the growing concern of the marginalization of social studies education, members of the North Carolina Professors of Social Studies Education (NCPSSE) organization began a longtitudinal study in 2003 to examine elementary social studies education. This study is part of a statewide initiative among six universities in the North Carolina University system. The participating universities include: UNC Charlotte, UNC Asheville, Appalachi…
Cultural Universals, Big Ideas, and Young Children
High-School Teachers’ Attempts to Promote Self-Regulated Learning: “I may learn from you, yet how do I do it?”
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization
The purpose of this study was to explore the nationwide historic trend of elementary social studies marginalization compared to math, science, and language arts. Incorporating 17 years of data from the National Center for Educational Statistics (NCES) Schools and Staffing Survey, the authors conducted comparative analyses to investigate differences in instructional time between elementary social studies and other core subject areas. In addition, …
National Trends in Elementary Instruction: Exploring the Role of Social Studies Curricula
Using data from the National Center for Educational Statistics research spanning fifteen years, researchers examined the impact of national educational policy implementation on the role of social studies in elementary schools. Specifically, with the reauthorization of No Child Left Behind (NCLB) in 2007 and the continuation of federal-mandated testing of English language arts (ELA) and mathematics in grades three through five, researchers sought …
The Caep Standards and Research on Educator Preparation Programs: Linking Clinical Partnerships With Program Impact
Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary education teacher preparation program, authors consider how clinical partnerships can be designed in…
Exploring the Effectiveness of Online Education in K-12 Environments
The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. Exploring the Effectiveness of Online Education in K-12 Environments combines empirical evidence and best practices in current K-12 distance learning and virtual schools. Emphasizing current resear…
Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and practice
Elementary ELA/Social Studies Integration: Challenges and Limitations
Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 minutes to the instructional day and implemented a series of formative and summative assessments. Each participant was…
Situated Word Learning: Words of the Year (WsOY) and Social Studies Inquiry
Current events influence public interest and drive Internet word searches. For over a decade, linguists and dictionary publishers have analyzed big data from Internet word searches to designate “Words of the Year” (WsOY). In this study, we examine how WsOY can foster critical digital literacy and illuminate essential aspects of inquiry and disciplinary thinking within social studies. We contend WsOY and online dictionaries are fertile ground for …
Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement
Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning-a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of…
Psychology (12 works) · Mathematics education (11 works) · Pedagogy (11 works) · Educator Training and Historical Pedagogy (8 works) · Social studies (6 works) · Sociology (6 works) · Computer Science (5 works) · Innovative Teaching Methodologies in Social Sciences (5 works) · Political science (5 works) · Curriculum (4 works)