Profile of an Elementary Teacher—How Instructional Strategies Differ across Elementary Classrooms

References

• Allen, A. (2018). Teach like Socrates: Encouraging critical thinking in elementary social studies. Social Studies and the Young Learner, 31(1), 4–10.
   Google Scholar
• Barton, K. C., & Levstik, L. S. (2003). Why don’t more history teachers engage students in interpretation? Social Education, 67, 358–361.
   Google Scholar
• Beyerback, B., & Ramalho, T. (2011). Activism art in social justice pedagogy. Counterpoints, 403, 202–217.
   Google Scholar
• Blank, R. K. (2013). Science instructional time is declining in elementary schools: What are the implications for student achievement and closing the gap? Science Education, 97(6), 830–847. https://doi.org/10.1002/sce.21078
   Web of Science ®Google Scholar
• Bolgatz, J. (2005). Revolutionary talk: Elementary teacher and students discuss race in a social studies class. The Social Studies, 96(6), 259–264. https://doi.org/10.3200/TSSS.96.6.259-264
   Google Scholar
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003
   Google Scholar
• Camicia, S. P. (2008). Deciding what is a controversial issue: A case study of social studies curriculum. Theory & Research in Social Education, 36(4), 298–316. https://doi.org/10.1080/00933104.2008.10473378
   Google Scholar
• Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245–276. https://doi.org/10.1207/s15327906mbr0102_10
   PubMed Web of Science ®Google Scholar
• Costigan, A. T., & Crocco, M. S. (2004). Learning to teach in an age of accountability. Lawrence Erlbaum Associates.
   Google Scholar
• Derrida, J. (1993). Specters of Marx. Routledge.
   Google Scholar
• Desai, D., Hamlin, J., & Mattson, R. (Eds.). (2010). History as art, art as history. Routledge.
   Google Scholar
• Dewey, J. (1934). Art as experience. Perigee.
   Google Scholar
• DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Sage.
   Google Scholar
• Epstein, T. (2009). Interpreting national history. Routledge.
   Google Scholar
• Epstein, S. E. (2019). Voices of ambivalence: White teachers’ reflections on race talk. The Urban Review, 51(3), 477–502. https://doi.org/10.1007/s11256-019-00497-3
   Google Scholar
• Eric Ed Team (1997). Picture books as a social studies resource in the elementary school classroom. Eric Digest. Retrieved from https://files.eric.ed.gov/fulltext/ED412168.pdf
   Google Scholar
• Fallace, T. (2010). Exploring three orientations to the social studies. In E. E. Heilman (Ed.), Social studies and diversity education: What we do and why we do it (pp. 23–25). Routledge.
   Google Scholar
• Fitchett, P. G., & Heafner, T. L. (2010). A national perspective on the effects of high stakes testing and standardization on elementary social studies marginalization. Theory & Research in Social Education, 38(1), 114–130. https://doi.org/10.1080/00933104.2010.10473418
   Google Scholar
• Fitchett, P. G., Heafner, T. L., & Lambert, R. (2014). Assessment, autonomy, and elementary social studies time. Teachers College Record: The Voice of Scholarship in Education, 116(10), 1–34. https://doi.org/10.1177/016146811411601001
   PubMed Web of Science ®Google Scholar
• Fitchett, P. G., Heafner, T. L., & VanFossen, P. (2014). An analysis of time prioritization for social studies in elementary school classrooms. Journal of Curriculum and Instruction, 8(2), 7–35. https://doi.org/10.3776/joci.2014.v8n2p7-35
   Google Scholar
• Fitchett, P. G., & Vanfossen, P. (2013). Survey on the status of social studies: Development and analysis. Social Studies Research and Practice, 8(1), 1–23. https://doi.org/10.1108/SSRP-01-2013-B0001
   Google Scholar
• Garrett, H. J., & Segall, A. (2013). (Re)considerations of ignorance and resistance in teacher education. Journal of Teacher Education, 64(4), 294–304. https://doi.org/10.1177/0022487113487752
   Web of Science ®Google Scholar
• Goldblatt, P. (2006). How John Dewey’s theories underpin art and art education. Education and Culture, 22(1), 17–34. https://doi.org/10.1353/eac.2006.0001
   Google Scholar
• Heafner, T. L., & Fitchett, P. G. (2012). Tipping the scales: National trends of declining social studies instructional time in elementary schools. Journal of Social Studies Research, 36(2), 190–215.
   Google Scholar
• Heafner, T. L., Lipscomb, G. B., & Fitchett, P. G. (2014). Instructional practices of elementary social studies teachers in North and South Carolina. The Journal of Social Studies Research, 38(1), 15–31. https://doi.org/10.1016/j.jssr.2013.12.002
   Google Scholar
• Hess, D. E. (2008). Controversial issues and democratic discourse. In L. Levstik & C. Tyson (Eds.), Handbook of research in social studies education (pp. 124–136). Routledge.
   Google Scholar
• Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. Routledge.
   Google Scholar
• Hess, D. E., & McAvoy, P. (2014). Should teachers help students develop partisan identities? Social Education, 78(6), 293–297.
   Google Scholar
• Horowitz, R. (2005). Connections: The arts and cognitive, social, and personal development. In B. Rich (Ed.), Partnering arts education: A working model from arts connection (pp. 32–48). Dana Press.
   Google Scholar
• Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Huck, A. (2019). Elementary social studies content integration in CCLS: An analysis of content integration. The Social Studies, 110(1), 1–16. https://doi.org/10.1080/00377996.2018.1524359
   Google Scholar
• Kline, R. (2015). Principles and practice of structural equation modeling. The Guilford Press.
   Google Scholar
• Knowles, R. T., & Castro, A. J. (2019). The implication of ideology on teachers’ beliefs regarding civic education. Teaching and Teacher Education, 77, 226–239. https://doi.org/10.1016/j.tate.2018.10.009
   Web of Science ®Google Scholar
• Knowles, R. T., & Theobald, R. (2013). Moving toward more dynamic instruction: A comparison of how social studies is taught among disciplines and advanced placement courses. In The status of social studies: Views from the field (pp. 101–121). Information Age Publishing.
   Google Scholar
• Knowles, R. T., Torney-Purta, J., & Barber, C. (2018). Enhancing citizenship learning with international comparative research: Analyses of IEA civic education datasets. Citizenship Teaching & Learning, 13(1), 7–30. https://doi.org/10.1386/ctl.13.1.7_1
   Google Scholar
• Kuş, Z., & Öztürk, D. (2019). Social studies teachers’ opinions and practices regarding teaching controversial issues. Australian Journal of Teacher Education, 44(8), 15–37. https://doi.org/10.14221/ajte.2019v44n8.2
   Web of Science ®Google Scholar
• Levstik, L. S. (2008). What happens in social studies classrooms? Research on K-12 social studies practice. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp 50–64). Routledge.
   Google Scholar
• MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. https://doi.org/10.1037/1082-989X.1.2.130
   Web of Science ®Google Scholar
• Maruyama, G. M. (1998). Basics of structural equation modeling. Sage.
   Google Scholar
• McBee, R. H. (1997). Can controversial issues be taught in the early grades? The answer is yes! In M. E. Haas & M. A. Laughlin (Eds.), Meeting the standards: Social studies readings for K-6 educators (pp. 158–162). National Council for the Social Studies.
   Google Scholar
• Meyer, E. J., Quantz, M., Taylor, C., & Peter, T. (2019). Elementary teachers’ experiences with LGBTQ-inclusive education: Addressing fears with knowledge to improve confidence and practices. Theory into Practice, 58(1), 6–17. https://doi.org/10.1080/00405841.2018.1536922
   Web of Science ®Google Scholar
• Nassiri, V., Lovik, A., Molenberghs, G., & Verbeke, G. (2018). On using multiple imputation for exploratory factor analysis of incomplete data. Behavior Research Methods, 50(2), 501–517. https://doi.org/10.3758/s13428-017-1013-4
   PubMed Web of Science ®Google Scholar
• National Council for the Social Studies (1997). Fostering civic virtue: Character education in the social studies. Social Studies Review, 37(1), 23–25.
   Google Scholar
• National Council for the Social Studies (2017). Powerful, purposeful pedagogy in elementary school social studies. Retrieved from https://www.socialstudies.org/position-statements/powerful-purposeful-pedagogy-elementary-school-social-studies
   Google Scholar
• Osborne, J. W. (2014). Best practices in exploratory factor analysis. Create Space Independent Publishing Platform.
   Google Scholar
• Oxfam, (2006). Global citizenship guides: Teaching controversial issues. Oxfam.
   Google Scholar
• Pace, J. L. (2021). Hard questions: Learning to teach controversial issues. Rowman & Littlefield Publishers.
   Google Scholar
• Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. Teachers College Press.
   Google Scholar
• Passe, J., & Fitchett, P. G. (Eds.). (2013). The status of social studies: Views from the field. Information Age Publishing.
   Google Scholar
• Ross, E. W. (2006). The struggle for the social studies curriculum. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems, and possibilities (3rd ed., pp. 17–36). SUNY.
   Google Scholar
• Schertz, M., & McCormick, T. M. (2013). Elementary social studies: An examination in practice. In J. Passe & P. G. Fitchett (Eds.), The status of social studies: Views from the field (pp. 77–87). Information Age Publishing.
   Google Scholar
• Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., & Friedman, T. (2016). Becoming citizens in a changing world. In IEA international civic and citizenship education study 2016 international report (p. 243). Springer Nature.
   Google Scholar
• Smith, J., & Niemi, R. G. (2001). Learning history in school: The impact of course work and instructional practices on achievement. Theory & Research in Social Education, 29(1), 18–42. https://doi.org/10.1080/00933104.2001.10505928
   Google Scholar
• Smith, R. A. (2008). Instructional time in elementary schools: A closer look at changes for specific subjects. Arts Education Policy Review, 109(6), 23–27.
   Google Scholar
• Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation model. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 10–39). Sage.
   Google Scholar
• Theiman, G. Y., J. E., P., Preston-Grimes, J. P., Broome, T. W. & Barker. (2013). Views from the field: What social studies teachers in three states report they do in the classroom. In Pass & P. G. Fitchett (Eds.), The Status of Social Studies. (pp. 41–62). Information Age Publishing.
   Google Scholar
• Turner, R. K., Deliman, A., & Robertson, M. (2023). Curriculum integration Using picturebooks: Combining language arts and social studies standards to address controversial issues. Social Studies and the Young Learner, 36(1), 26–27.
   Google Scholar
• VanFossen, P. J. (2005). “Reading and math take so much time…”: An overview of social studies instruction in Indiana. Theory & Research in Social Education, 33(3), 376–403. https://doi.org/10.1080/00933104.2005.10473287
   Google Scholar
• VanSledright, B. (2011). The challenge of rethinking history education: On practices, theories, and policy. Routledge.
   Google Scholar
• Varga, B. A., & Agosto, V. (2020). Unveiling race/ism and white(ness) supremacy through historiartgraphy. In A. M. Hawkman & S. B. Shears (Eds.), Marking the “invisible”: Articulating whiteness in social studies education (pp. 299–326). Information Age Publishing.
   Google Scholar
• Wills, J. S., & Sandholtz, J. (2009). Constrained professionalism: Dilemmas of teaching in the face of test-based accountability. Teachers College Record: The Voice of Scholarship in Education, 111(4), 1065–1114. https://doi.org/10.1177/016146810911100401
   Web of Science ®Google Scholar