Student Perceptions of Instruction in Middle and Secondary U.S. History Classes
Bibliographic Data
| ID | 11071199 |
|---|---|
| Authors | Jeanne Wanzek (0000-0002-5789-1882, Vanderbilt University, corresponding author), Rachel E Donegan (0000-0001-7310-7667), Shawn C Kent (0000-0002-6635-7411, University of Houston), Stephanie J Stillman-Spisak, Stephanie J Stillman‐Spisak (The University of Texas at Austin) |
| Year | 2015 |
| Volume | 43 |
| Issue | 4 |
| Pages | 469-498 |
| Publication date | 2015-10-02 |
| 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 | 10.1080/00933104.2015.1099488 |
| OpenAlex | W2183401585 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
Today’s social studies teachers and students face an unprecedented time of standards and accountability. Students bring influences that may interact with the instructional context teachers provide for learning. Eighth- and 11th-grade U.S. history students (n = 512) from 11 schools (23 teachers), diverse in location, ethnicity, and socioeconomic status, provided their perceptions of the instructional context. Student responses provided generally positive perceptions of class expectations, teacher support, and student effort in learning. Student reports of interest and motivation in learning U.S. history were lower. Students perceived a variety of instruction occurring in their classes with the most frequently perceived activities representing traditional instruction. There were a few grade-level differences in student responses related to some aspects of expectations, instruction, and supports for learning. Differences in perceptions among students of varying reading achievement were noted on some items particularly related to expectations and supports for learning
Academic achievement · Accountability · Class (philosophy · Context (archaeology · Ethnic group · Mathematics education · Pedagogy · Perception · Reading (process · Social studies · Socioeconomic status · Sociology · Educational Environments and Student Outcomes · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement.
School as a Context of Early Adolescents' Academic and Social-Emotional Development
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Teachers' communication of differential expectations for children's classroom performance
Centering predictor variables in cross-sectional multilevel models
The Four-Phase Model of Interest Development
Science and Social Studies
The development of achievement task values
Instructional Discourse, Student Engagement, and Literature Achievement
Background and Instructional Effects on Achievement in Eighth-Grade English and Social Studies
Children's Competence Beliefs, Achievement Values, and General Self-Esteem
Patterns of Discourse in Two Kinds of Literature Discussion
The Experimental Ecology of Education
The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School
Discussion-Based Approaches to Developing Understanding
A Deafening Silence
Classroom interactions
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,1 |
| Citation span | 2016 - 2016 (1) |
| Citation velocity | historical |
| Highly cited | No |