Inside Social Studies at Castleton High School: Implications for Curriculum Reform.
Saved in:
| Title: | Inside Social Studies at Castleton High School: Implications for Curriculum Reform. |
|---|---|
| Language: | English |
| Authors: | Neisler, Otherine Johnson |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 1994 |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Descriptors: | Curriculum Development, Educational Research, High Schools, Public Schools, Secondary School Curriculum, Social Studies, Urban Schools |
| Geographic Terms: | New York |
| Abstract: | This research paper describes a 2-year project, conducted in 1992-1994, at Castleton High School with an enrollment of 1,200 students (grades 9-12) in north central New York State. The school serves a multiethnic, urban population with a wide socioeconomic range. The author worked collaboratively with the principal and four social studies teachers to facilitate the observations of 18 students in several social studies classes at all four grade levels. By classroom observations, hall observations, student interviews, field notes, and papers collected in the classroom, the following questions were addressed: (1) What are the students' perspectives about the materials, information, activities and interactions that are part of their secondary social studies courses?; (2) What types of sociopolitical attitudes have students formed?; (3) How do students use the information provided in the classroom to form, modify, or reinforce their sociopolitical attitudes and behaviors?; and (4) What processes do students employ in changing or verifying their sociopolitical attitudes during their high school years? Answers to these questions may inform the design of citizenship education in secondary schools. Implications that the findings of the study have for curricular reform, findings which support earlier research in the social studies are discussed. Suggestions to help teachers build expertise in the use of a wide range of teaching methods and models are given. (EH) |
| Entry Date: | 1995 |
| Accession Number: | ED381468 |
| Database: | ERIC |
| Abstract: | This research paper describes a 2-year project, conducted in 1992-1994, at Castleton High School with an enrollment of 1,200 students (grades 9-12) in north central New York State. The school serves a multiethnic, urban population with a wide socioeconomic range. The author worked collaboratively with the principal and four social studies teachers to facilitate the observations of 18 students in several social studies classes at all four grade levels. By classroom observations, hall observations, student interviews, field notes, and papers collected in the classroom, the following questions were addressed: (1) What are the students' perspectives about the materials, information, activities and interactions that are part of their secondary social studies courses?; (2) What types of sociopolitical attitudes have students formed?; (3) How do students use the information provided in the classroom to form, modify, or reinforce their sociopolitical attitudes and behaviors?; and (4) What processes do students employ in changing or verifying their sociopolitical attitudes during their high school years? Answers to these questions may inform the design of citizenship education in secondary schools. Implications that the findings of the study have for curricular reform, findings which support earlier research in the social studies are discussed. Suggestions to help teachers build expertise in the use of a wide range of teaching methods and models are given. (EH) |
|---|
