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Social Studies Curriculum Integration: Classification, Framing, and Teacher Autonomy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social Studies Curriculum Integration: Classification, Framing, and Teacher Autonomy./
Author:	Huck, Adam.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	134 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10813295
ISBN:	9780438047648

Social Studies Curriculum Integration: Classification, Framing, and Teacher Autonomy.
Huck, Adam.

Social Studies Curriculum Integration: Classification, Framing, and Teacher Autonomy. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 134 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2018.

This item must not be sold to any third party vendors.

Instructional time spent on elementary social studies has waned in the context of high stakes testing of math and English Language Arts. Integrating social studies within an English Language Arts instructional block creates learning opportunities that more closely align with recommendations from the National Council for the Social Studies (2009) for increased breadth and depth of study through a weakened classification of subjects (Bernstein, 1975). An integrated approach may demonstrate weak classification structures within the classroom, but a scripted and mandated program signals the potential for strong framing and control in the building and district. This present study focused on two third grade teachers' perceptions and practices of a district-mandated curricular program, Expeditionary Learning, for integrating elementary social studies with English Language Arts. Data sources were observations, interviews, and curricular documents to identify themes similar and different across classrooms. This study was framed by Bernstein's (1975) classification and framing theory of pedagogic and instructional control. A qualitative, multi-case study design examined how teachers enact a district-mandated curriculum. Questions guiding this study were: 1. How do teachers perceive increases (quantity), if any, to elementary social studies instruction time as a result of a mandated integrated social studies-English Language Arts program? 2. How, if at all, does a mandated integrated social studies-English Language Arts program improve (quality) elementary social studies education? 3. To what extent, does the mandated curriculum affect teachers' control of their work? Findings demonstrate that more social studies instruction occurs due to the adoption of a program that integrates social studies with English Language Arts. However, lesson focus remained unbalanced in prioritizing literacy concepts and skills. Administrative control over curriculum and scheduling determined levels of teacher autonomy. Instructional choices were framed by administrative priorities and regulated teachers' ability to present social studies through an integrative structure. Teachers in this study worked from a scripted program, but adjusted activities based on students' needs and were supported by building and district administration to do so, or to break from the script. Autonomy at the individual and group levels were noted. Instructional control remains a delicate balance between policy makers, administration, and teachers. This study argues that the local implementation of the Expeditionary Learning modules, promoted by the New York State Education Department, presents positive opportunities for increased social studies instructional quantity and quality. Due to requirements from the Common Core, students engage in social studies text through an integration of reading and writing. While the modules present scripted instructional plans, local decision-making facilitated teacher autonomy to adjust lessons to student needs and collegial discourse weakened boundaries between teachers. With these positive benefits in mind, though, simply using the modules as an instructional program is insufficient to meet instructional demands for elementary social studies. The unbalanced nature of these integrated lessons prioritize English Language Arts standards and skills over those of social studies. Moreover, integration must accomplish specific goals and should not be "an end in itself but a means for accomplishing basic educational goals" (Brophy & Alleman, 1991, p. 66). Students must still experience social studies as a standalone subject to develop the skills required of this content area. Use of an integrated curricular program is beneficial to student learning across content areas, but the unique nature of each subject requires dedicated instructional time beyond the integrative format. While the district in this study presents opportunities for teacher autonomy within the lessons, this varies between districts.

ISBN: 9780438047648Subjects--Topical Terms:

3432465
Instructional Design.

Social Studies Curriculum Integration: Classification, Framing, and Teacher Autonomy.
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520 $a Instructional time spent on elementary social studies has waned in the context of high stakes testing of math and English Language Arts. Integrating social studies within an English Language Arts instructional block creates learning opportunities that more closely align with recommendations from the National Council for the Social Studies (2009) for increased breadth and depth of study through a weakened classification of subjects (Bernstein, 1975). An integrated approach may demonstrate weak classification structures within the classroom, but a scripted and mandated program signals the potential for strong framing and control in the building and district. This present study focused on two third grade teachers' perceptions and practices of a district-mandated curricular program, Expeditionary Learning, for integrating elementary social studies with English Language Arts. Data sources were observations, interviews, and curricular documents to identify themes similar and different across classrooms. This study was framed by Bernstein's (1975) classification and framing theory of pedagogic and instructional control. A qualitative, multi-case study design examined how teachers enact a district-mandated curriculum. Questions guiding this study were: 1. How do teachers perceive increases (quantity), if any, to elementary social studies instruction time as a result of a mandated integrated social studies-English Language Arts program? 2. How, if at all, does a mandated integrated social studies-English Language Arts program improve (quality) elementary social studies education? 3. To what extent, does the mandated curriculum affect teachers' control of their work? Findings demonstrate that more social studies instruction occurs due to the adoption of a program that integrates social studies with English Language Arts. However, lesson focus remained unbalanced in prioritizing literacy concepts and skills. Administrative control over curriculum and scheduling determined levels of teacher autonomy. Instructional choices were framed by administrative priorities and regulated teachers' ability to present social studies through an integrative structure. Teachers in this study worked from a scripted program, but adjusted activities based on students' needs and were supported by building and district administration to do so, or to break from the script. Autonomy at the individual and group levels were noted. Instructional control remains a delicate balance between policy makers, administration, and teachers. This study argues that the local implementation of the Expeditionary Learning modules, promoted by the New York State Education Department, presents positive opportunities for increased social studies instructional quantity and quality. Due to requirements from the Common Core, students engage in social studies text through an integration of reading and writing. While the modules present scripted instructional plans, local decision-making facilitated teacher autonomy to adjust lessons to student needs and collegial discourse weakened boundaries between teachers. With these positive benefits in mind, though, simply using the modules as an instructional program is insufficient to meet instructional demands for elementary social studies. The unbalanced nature of these integrated lessons prioritize English Language Arts standards and skills over those of social studies. Moreover, integration must accomplish specific goals and should not be "an end in itself but a means for accomplishing basic educational goals" (Brophy & Alleman, 1991, p. 66). Students must still experience social studies as a standalone subject to develop the skills required of this content area. Use of an integrated curricular program is beneficial to student learning across content areas, but the unique nature of each subject requires dedicated instructional time beyond the integrative format. While the district in this study presents opportunities for teacher autonomy within the lessons, this varies between districts.
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