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Novice social studies teachers' sens...

Humphries, Emma Kiziah.

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Novice social studies teachers' sense making of their emerging identities as civics teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Novice social studies teachers' sense making of their emerging identities as civics teachers./
Author:	Humphries, Emma Kiziah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	258 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Social sciences education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3569442
ISBN:	9781303067099

Novice social studies teachers' sense making of their emerging identities as civics teachers.
Humphries, Emma Kiziah.

Novice social studies teachers' sense making of their emerging identities as civics teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 258 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--University of Florida, 2012.

This item is not available from ProQuest Dissertations & Theses.

This constructivist study investigates the sense making of novice social studies teachers in order to explore their emerging identities as civics teachers. In the summer of 2010, the Florida Legislature unanimously adopted the "Justice Sandra Day O'Connor Civics Education Act" to enhance civics instruction and assessment in the state. Among other provisions, the act requires that students successfully complete at least one semester of civics for middle school promotion and pass an end-of-course examination. To date, no studies have examined the experiences or perspectives of the teachers who have been charged with implementing this mandate. While energetic efforts have been made to train teachers and provide high-quality curricular materials, most studies have focused on the degree to which such efforts impact student achievement. For teachers, we are left to wonder why they chose civics (if they had a choice), how they perceive good civics instruction, and if they understand and value the important task of preparing students to be informed and active citizens in America's republican government. Over the course of three interviews and through journaling in personal Weblogs, the participants in my study addressed the meanings they constructed from their limited experiences as civics teacher. In order to systematically examine these interview and journal data, I employed a structural narrative analysis methodology that fostered a strong focus on the authentic voices of these novice practitioners. Through these narratives, my study provides important insights into the decisions, perspectives, and beliefs of novice civics teachers that I hope will be a source of valuable information for practicing teachers, methods professors, preservice teachers, curriculum developers, and policymakers. In turn, these insights can inform future teacher-training efforts, as well as larger-scale studies to investigate and support the civic mission of public schools.

ISBN: 9781303067099Subjects--Topical Terms:

2144735
Social sciences education.

Novice social studies teachers' sense making of their emerging identities as civics teachers.
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520 $a This constructivist study investigates the sense making of novice social studies teachers in order to explore their emerging identities as civics teachers. In the summer of 2010, the Florida Legislature unanimously adopted the "Justice Sandra Day O'Connor Civics Education Act" to enhance civics instruction and assessment in the state. Among other provisions, the act requires that students successfully complete at least one semester of civics for middle school promotion and pass an end-of-course examination. To date, no studies have examined the experiences or perspectives of the teachers who have been charged with implementing this mandate. While energetic efforts have been made to train teachers and provide high-quality curricular materials, most studies have focused on the degree to which such efforts impact student achievement. For teachers, we are left to wonder why they chose civics (if they had a choice), how they perceive good civics instruction, and if they understand and value the important task of preparing students to be informed and active citizens in America's republican government. Over the course of three interviews and through journaling in personal Weblogs, the participants in my study addressed the meanings they constructed from their limited experiences as civics teacher. In order to systematically examine these interview and journal data, I employed a structural narrative analysis methodology that fostered a strong focus on the authentic voices of these novice practitioners. Through these narratives, my study provides important insights into the decisions, perspectives, and beliefs of novice civics teachers that I hope will be a source of valuable information for practicing teachers, methods professors, preservice teachers, curriculum developers, and policymakers. In turn, these insights can inform future teacher-training efforts, as well as larger-scale studies to investigate and support the civic mission of public schools.
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