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Maryland Middle School Teachers' Per...

Eaton, James W., Jr.

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Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies./
Author:	Eaton, James W., Jr.
Description:	159 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
Subject:	Social sciences education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10140492
ISBN:	9781339958897

Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies.
Eaton, James W., Jr.

Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies. - 159 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ed.D.)--Walden University, 2016.

As part of the 2001 No Child Left Behind federal statute, U.S. lawmakers reduced the amount of time that teachers could spend on social studies instruction in favor of devoting more instructional time to other core content areas. The Middle Years Program (MYP) is present in many local middle schools in Maryland, where MYP teachers spend equal instructional time on all subjects. The purposes of this qualitative study were to gauge teachers' perceptions of the MYP and clarify the amount of instructional time being devoted to social studies education in middle schools. The research questions addressed teachers' perceptions of the allotted social studies instructional time and how their personal teaching practices addressed the possible marginalization of social studies within their schools. Guided by Bruner's constructivist framework, 6 MYP teachers from 2 Maryland middle schools were interviewed face-to-face and administered a survey on instructional time. Thematic analysis was used to interrogate the data. Teachers reported that the MYP in their schools provided adequate instructional time for social studies, and they incorporated interdisciplinary supports and MYP skills to teach globally-minded students. Findings suggest that reduced instructional time had no negative effects on teacher participants' instruction. Based on findings, a policy recommendation report was developed, which included the recommendation that the Maryland State Department of Education survey results be analyzed and disseminated to county leaders to ensure communication between levels of government. By communicating teachers' perspectives to county and school administration about how to incorporate aspects of the MYP into lessons, this study may improve students' experiences in social studies courses as a result of communication between educational leaders.

ISBN: 9781339958897Subjects--Topical Terms:

2144735
Social sciences education.

Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies.
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520 $a As part of the 2001 No Child Left Behind federal statute, U.S. lawmakers reduced the amount of time that teachers could spend on social studies instruction in favor of devoting more instructional time to other core content areas. The Middle Years Program (MYP) is present in many local middle schools in Maryland, where MYP teachers spend equal instructional time on all subjects. The purposes of this qualitative study were to gauge teachers' perceptions of the MYP and clarify the amount of instructional time being devoted to social studies education in middle schools. The research questions addressed teachers' perceptions of the allotted social studies instructional time and how their personal teaching practices addressed the possible marginalization of social studies within their schools. Guided by Bruner's constructivist framework, 6 MYP teachers from 2 Maryland middle schools were interviewed face-to-face and administered a survey on instructional time. Thematic analysis was used to interrogate the data. Teachers reported that the MYP in their schools provided adequate instructional time for social studies, and they incorporated interdisciplinary supports and MYP skills to teach globally-minded students. Findings suggest that reduced instructional time had no negative effects on teacher participants' instruction. Based on findings, a policy recommendation report was developed, which included the recommendation that the Maryland State Department of Education survey results be analyzed and disseminated to county leaders to ensure communication between levels of government. By communicating teachers' perspectives to county and school administration about how to incorporate aspects of the MYP into lessons, this study may improve students' experiences in social studies courses as a result of communication between educational leaders.
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