Elementary Social Studies Education
Theory & Research in Social Education
Elementary social studies education is vital to the development of young children’s civic ideals and practices, notions of social justice, critical thinking skills, and adequate content knowledge in history, geography, economics, and civics. Likewise, the skills, attitudes, and values advanced by coherent elementary social studies programs are integral to the development of young minds toward a diverse, equitable, and just democratic society. As advocates of strong social studies programs in PK-12 schools, social studies teacher educators and researchers recognize the role of fostering critical elementary social studies knowledge while children are young in order to continue to add to it effectively as children advance into middle and high school.
During the past decade, however, we have witnessed the disappearance of social studies from many elementary school classrooms, as evidenced by the study by Paul Fitchett and Tina Heafner in this virtual issue. AS the authors note, this marginalization is primarily due to the impact of high stakes testing’s emphasis on literacy and mathematics skills. Countering this recognition, a growing number of examples of effective and innovative social studies being taught in elementary grades have been elucidated.
Please enjoy the following articles from Theory & Research in Social Education with free access until March 31, 2020.
|A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization||Paul G. Fitchett & Tina L. Heafner||38||1||2010|
|The Emergence of Elementary Citizenship Education: Insights from Iowa's Rural Schools, 1910-1935||Carolyn A. Weber & Sarah E. Montgomery||47||2||2019|
|Visiting Chutchui: The Making of a Colonial Counterstory on an Elementary School Field Trip||Harper Benjamin Keenan||47||1||2019|
|A Dream and a Bus: Black Critical Patriotism in Elementary Social Studies Standards||Christopher L. Busey & Irenea Walker||45||4||2017|
|Improving Elementary School Students' Understanding of Historical Time: Effects of Teaching with 'Timewise'||Marjan de Groot-Reuvekamp, Anje Ros & Carla van Boxtel||46||1||2018|
|Performance as Pedagogy: Children's Trust and the Negotiation of Subjectivities in the Context of Deliberative Dialogue||Jennifer Hauver, Xiaoying Zhao & Jessica F. Kobe||45||3||2017|