This qualitative study details four elementary/middle school-level teachers' perceptions of external factors which tended to support or interfere with their initial efforts to implement a process writing approach. These factors included the building administrators, other teachers, state and local mandates, and student response to the innovation.…

Discusses obstacles to interdisciplinary training of sociology and history students. Argues that a single graduate social science history seminar, as has been proposed, will have little impact because of the culture of the professions involved and the fiscal politics of scholarship. Contends that the intellectual division of labor produces…

This booklet for teachers offers a variety of strategies and examples from real classroom experiences to facilitate the making of connections across subject areas and ways of learning. The approach is based on a vision of education as enabling students to construct knowledge with teachers assisting them in making a wide variety of connections…

Considers Robert Barr, James Barth, and Sam Shermis' three social studies patterns: citizenship transmission, social science, reflective inquiry. Despite calls for reform and use of reflective inquiry rhetoric, argues social studies teachers serve as content transmitters rather than learning facilitators. Suggests computers may help change role of…

Traces historical trends in social studies education, examining pressures that have both produced and inhibited change. Analyzes differences between discipline-based and issue-centered approaches. Presents pessimistic, optimistic, and realistic scenarios of the next 100 years of social studies education. Advocates developing issue-centered social…