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Opportunities and barriers: social studies in the absence of mandated curriculum.

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Title: Opportunities and barriers: social studies in the absence of mandated curriculum.
Authors: Huck, Adam1 (AUTHOR) huck_adam@roberts.edu
Source: Social Studies Research & Practice (Emerald Publishing). 2022, Vol. 17 Issue 2, p196-209. 14p.
Subject Terms: *Social sciences education, *Grade levels, *Curriculum, Social values, Social services
Abstract: Purpose: This study sought to identify teachers' overall experiences in teaching social studies, the considerations they make in planning and implementing social studies lessons in the absence of mandated curriculum, approaches to social studies instruction and the role of legislation on social studies instruction. Design/methodology/approach: Two practicing teachers at different grade levels participated in this study to allow for comparative case study analysis. Teachers were observed teaching social studies lessons and then were interviewed to gain an understanding of their perspectives on teaching social studies at the elementary level and the role that administrative and legislative messaging played in their decision-making. Findings: The lack of a scripted and formal program for social studies created opportunities for teacher autonomy and content integration in lessons. This is especially true for teachers that place a high value on social studies content and skills. Persistent issues, such as limited time and mandated testing pressures, continue to create barriers that teachers must work to overcome. Originality/value: Since teachers play a critical role in the enactment of policy and curriculum, when a formal curriculum program is absent, opportunities arise. Control of the classroom and inherent messaging therein continues to create a high value battleground. When teachers are given the autonomy to set lesson outcomes, opportunities for quality instruction, such as project based learning and content integration, are possible. [ABSTRACT FROM AUTHOR]
Copyright of Social Studies Research & Practice (Emerald Publishing) is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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  Data: Opportunities and barriers: social studies in the absence of mandated curriculum.
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  Data: <searchLink fieldCode="AR" term="%22Huck%2C+Adam%22">Huck, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> huck_adam@roberts.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Social+Studies+Research+%26+Practice+%28Emerald+Publishing%29%22">Social Studies Research & Practice (Emerald Publishing)</searchLink>. 2022, Vol. 17 Issue 2, p196-209. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+levels%22">Grade levels</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Social+values%22">Social values</searchLink><br /><searchLink fieldCode="DE" term="%22Social+services%22">Social services</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study sought to identify teachers' overall experiences in teaching social studies, the considerations they make in planning and implementing social studies lessons in the absence of mandated curriculum, approaches to social studies instruction and the role of legislation on social studies instruction. Design/methodology/approach: Two practicing teachers at different grade levels participated in this study to allow for comparative case study analysis. Teachers were observed teaching social studies lessons and then were interviewed to gain an understanding of their perspectives on teaching social studies at the elementary level and the role that administrative and legislative messaging played in their decision-making. Findings: The lack of a scripted and formal program for social studies created opportunities for teacher autonomy and content integration in lessons. This is especially true for teachers that place a high value on social studies content and skills. Persistent issues, such as limited time and mandated testing pressures, continue to create barriers that teachers must work to overcome. Originality/value: Since teachers play a critical role in the enactment of policy and curriculum, when a formal curriculum program is absent, opportunities arise. Control of the classroom and inherent messaging therein continues to create a high value battleground. When teachers are given the autonomy to set lesson outcomes, opportunities for quality instruction, such as project based learning and content integration, are possible. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Social Studies Research & Practice (Emerald Publishing) is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158675707
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        Value: 10.1108/SSRP-01-2022-0002
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        Text: English
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      – SubjectFull: Social sciences education
        Type: general
      – SubjectFull: Grade levels
        Type: general
      – SubjectFull: Curriculum
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      – SubjectFull: Social values
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      – SubjectFull: Social services
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              Text: 2022
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