Knowledge Transmission Versus Social Transformation
A Critical Analysis of Purpose in Elementary Social Studies Methods Textbooks
Bibliographic Data
| ID | 11071105 |
|---|---|
| Authors | Brandon M Butler (0000-0002-8794-5183, Old Dominion University, corresponding author), Yonghee Suh (0000-0001-6436-8144, Old Dominion University), Wendy Scott (Old Dominion University) |
| Year | 2015 |
| Volume | 43 |
| Issue | 1 |
| Pages | 102-134 |
| Publication date | 2015-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2014.999850 |
| OpenAlex | W2007749003 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
In this article, the authors investigate the extent to which 9 elementary social studies methods textbooks present the purpose of teaching and learning social studies. Using Stanley’s three perspectives of teaching social studies for knowledge transmission, method of intelligence, and social transformation; we analyze how these texts prepare preservice teachers to plan, instruct, and assess social studies in the elementary grades. Findings from this study suggest that social studies methods textbooks hold divergent perspectives for teaching social studies and that the purposes presented in the texts generally determine how social studies teaching and learning is presented in the remainder of the texts
Mathematics education · Pedagogy · Primary education · Social studies · Sociology · Teaching method · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology
Cultural literacy
Content analysis
Qualitative Content Analysis in Practice
Controversy in the Classroom
The Coding Manual for Qualitative Researchers
Historical Thinking and Other Unnatural Acts
Teaching Young Children Social Studies
Teacher Education for Democracy and Social Justice
Making Connections in Elementary and Middle School
Handbook of Research in Social Studies Education
Teaching History for the Common Good
Walking the Road
“Reading and math take so much of the time…”
Content Analysis of Social Studies Textbooks
The Dubious Connection
The Challenges of Teaching Social Studies Methods to Preservice Elementary Teachers
Introduction
Matters of Method
Teachers as Protectors
Teacher Conceptions of History Revisited
Critical Reflection in a Social Studies Methods Semester
Learning to Teach Social Studies
The Moral Nature of Elementary Social Studies Methods
Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences
Constructivism Meets Technology Integration
Variations of Citizenship Education
Epistemological Entanglements
Doing Democracy in Social Studies Methods
The Chicago Experience
Computer Mediated Communication in Elementary Social Studies Methods
Teachers' Backgrounds and Beliefs
Preaching History in a Social Studies Methods Course
Signature pedagogies in the professions
Qualitative Data Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |