Secondary Social Studies Teachers’ Time Commitment when Addressing the Common Core State Standards

In 2010 the Common Core State Standards (CCSS) were officially released in America for mathematics and English language arts and soon adopted by 45 of the 50 states. However, within the English langue arts domain there were standards intended for secondary social studies teachers under the title, Co...

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Bibliographic Details
Published inJournal of social studies education research Vol. 6; no. 1; pp. 26 - 48
Main Authors Kenna, Joshua L, Russell III, William Benedict
Format Journal Article
LanguageEnglish
Published Journal of Social Studies Education Research 2015
Subjects
Common Core State Standards
Educational Practices
Faculty Development
Instructional Innovation
Prior Learning
Questionnaires
Secondary School Teachers
Social Studies
Statistical Analysis
Teacher Surveys
Teaching Methods
United States (Southeast)
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Summary:In 2010 the Common Core State Standards (CCSS) were officially released in America for mathematics and English language arts and soon adopted by 45 of the 50 states. However, within the English langue arts domain there were standards intended for secondary social studies teachers under the title, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Moreover, the CCSS have been advertised as being able to transform the way teachers teach. That is, social studies teachers are expected to alter their instructional practices as a direct result of the implementation of the CCSS. Therefore, this study examined, using a self-reporting survey, whether the instructional practices of secondary social studies teachers in one Southeastern state had been "transformed" by the CCSS.
ISSN:1309-9108
1309-9108
DOI:10.17499/jsser.37219