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Abstract
Critics in large numbers claim that the social studies have not lived up to the requirement of dealing with controversy. One issue deserving examination is the influence of administrators on teacher decisions regarding materials, methods and topics. As part of a larger study, an investigation of Chief School Administrators in New Jersey was undertaken to determine their awareness of and support for the professional responsibilities of the teacher of social studies. The results suggest that the expressed support for dealing with controversial issues and critical thinking may not be as substantive as it first appears.