First Advisor
Walker, Dana
Document Type
Dissertation
Date Created
8-2019
Abstract
The purpose of this multi-case phenomenological study is to understand the unique experiences of secondary social studies teachers. The number of participants was bound to six secondary social studies teachers from a public school district in a mid-Atlantic state and the experience of the researcher. Data was gathered through in-depth interviews using Seidman’s (2006) Three Step Interview Series and individual profiles were written. The phenomenological data analysis was guided by several methods including Hycner (1985), Moustakas (1994), and Seidman (2006). From the participants’ experiences several themes emerged: similarities in personal learning habits, a dislike for mandatory assessments and curriculum, and a sense of an inequitable status among teachers of core disciplines. Additionally, the data was analyzed utilizing Fallace’s (2017) model of three social studies orientations—traditional, disciplinary, and progressive. Taken as a whole, the participants aligned to both traditional and disciplinary orientations, but many described themselves as leaning toward a progressive orientation of teaching social studies. Findings indicate a need for future research of implications when instruction, curriculum, and assessment are not aligned to a sole orientation or purpose of social studies.
Extent
211 pages
Local Identifiers
Reed_unco_0161D_10740.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Reed, Rebecca N., "Experiences of Secondary Social Studies Educators: The Redheaded Stepchildren of Education" (2019). Dissertations. 591.
https://digscholarship.unco.edu/dissertations/591