Abstract
Since the implementation of No Child Left Behind in 2002, instructional time devoted to science and social studies in elementary classrooms has steadily declined. This study examined elementary teachers’ perceptions of how these subjects are currently taught, with attention to whether they are integrated into other disciplines (particularly ELA) or taught as stand-alone subjects. The study also explored teachers’ perceptions of their use of supplemental instructional materials to support the curriculum. Participants included 57 elementary teachers from three rural school systems in the southeastern United States. A survey developed by the research team assessed several constructs: perceived effectiveness of current science and social studies curricula, satisfaction with science and social studies instruction, competency in teaching each subject, and perceptions of their importance at the school level. A Multivariate Analysis of Variance (MANOVA) was used for inferential analysis. Findings revealed that how social studies was taught significantly influenced teachers’ satisfaction with its perceived importance in their schools. For science, a significant interaction was found between instructional approach and weekly instructional time, affecting teachers’ satisfaction with the perceived importance of science. Additionally, how science was taught had a significant effect on teachers’ reported competency in teaching science. These results suggest that providing dedicated instructional time for science and social studies can positively influence teacher satisfaction and perceived competency.
Presenters
Stephanie WendtProfessor, Teacher Education, Tennessee Tech University, United States Leann Taylor
Senior Lecturer, College of Education in the Department of Curriculum and Instruction, Tennessee Tech University, Tennessee, United States Queen Ogbomo
Associate Professor, Curriculum and Instruction, Tennessee Tech University, Tennessee, United States Marlana Lastres
Lecturer, Curriculum & Instruction, Tennessee Tech University, Tennessee, United States Perihan Fidan
Lecturer, Curriculum & Instruction, Tennessee Technological University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Elementary Education, Science Instruction, Social Studies, Teachers' Perspectives, Teacher Satisfaction
