Student Perceptions of Instruction in Middle and Secondary U.S. History Classes

Abstract

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.

Keywords:

• secondary instruction
• social studies
• student perceptions

Additional information

Notes on contributors

Jeanne Wanzek

JEANNE WANZEK is the Currey-Ingram Endowed Chair and Associate Professor in Special Education at Vanderbilt University, Nashville, TN 37203. She can be contacted at [email protected].

Shawn C. Kent

SHAWN C. KENT is an Assistant Professor in Educational Leadership and Policy Studies at the University of Houston, Houston, TX 77004. He can be contacted at [email protected].

Stephanie J. Stillman-Spisak

STEPHANIE J. STILLMAN-SPISAK is the Director of Assessment for The Meadows Center for Preventing Educational Risk at The University of Texas at Austin, Austin, TX 78712. She can be contacted at [email protected].