Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Fitchett, Paul G. | 1 |
| Heafner, Tina L. | 1 |
| McGrew, Chris | 1 |
| Miovska Spaseva, Suzana | 1 |
| VanFossen, Phillip J. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Evaluative | 3 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Higher Education | 1 |
| Kindergarten | 1 |
| Postsecondary Education | 1 |
Audience
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMiovska Spaseva, Suzana – Paedagogica Historica: International Journal of the History of Education, 2022
The article explores the position and the ideological background of the study of the history of education in Macedonia over a span of almost 80 years: from the late 1920s, when it was introduced as a subject in teacher schools, until 2004 when the last change of the study of history of education as scientific discipline was made due to the Bologna…
Descriptors: Educational History, Ideology, Foreign Countries, Teacher Education Programs
Fitchett, Paul G.; Heafner, Tina L. – Theory and Research in Social Education, 2010
The purpose of this study was to explore the nationwide historic trend of elementary social studies marginalization compared to math, science, and language arts. Incorporating 17 years of data from the National Center for Educational Statistics (NCES) Schools and Staffing Survey, the authors conducted comparative analyses to investigate…
Descriptors: Federal Legislation, Language Arts, High Stakes Tests, Time on Task
Download full textVanFossen, Phillip J.; McGrew, Chris – International Journal of Social Education, 2008
This study replicates a 2005 study of the status of social studies in the K-5 curriculum in Indiana. The current study reports the results of a comprehensive survey (33 fixed and 2 open-ended) of a stratified (by grade) random sample of K-5 teachers in Indiana (n = 385; response rate = 32%). Results indicated a continued marginalization of social…
Descriptors: Academic Standards, Social Studies, State Standards, Elementary Education
