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Social Studies IS Being Taught in the Elementary School: A Contrarian View
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Holloway, Jennifer Evers; Chiodo, John J. – Journal of Social Studies Research, 2009
This study questions the belief that little or no social studies is being taught in regular elementary education classrooms. That belief is based on time studies and a body of research that looks at curriculum and teacher interviews and concludes that the social studies time block has been decreased in elementary classrooms, therefore little or no…
Descriptors: Lesson Plans, Elementary Education, Time Blocks, Likert Scales
Advocating for Social Studies: Documenting the Decline and Doing Something about It
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O'Connor, Katherine A.; Heafner, Tina; Groce, Eric – Social Education, 2007
This article illustrates the efforts of educators in North Carolina to advocate for the social studies in an age of high-stakes assessment and tight budgets. Although this story begins with one state, the marginalization of social studies in elementary schools is a nationwide problem. The federal No Child Left Behind law (NCLB) is due for…
Descriptors: Federal Legislation, Social Studies, Elementary Education, Advocacy
The Devaluation of Social Studies in the Elementary Grades
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Bailey, Gahan; Shaw, Edward L., Jr.; Hollifield, Donna – Journal of Social Studies Research, 2006
The purposes of this study were to determine the actual amount of instructional time spent on social studies, to determine the variety of instructional strategies used during social studies instruction, and to assess the frequency and types of technology usage during social studies instruction. As part of addressing the No Child Left Behind Act, a…
Descriptors: Federal Legislation, Vocabulary, Exit Examinations, Educational Technology
Extending Learning Time for Disadvantaged Students. An Idea Book. Summary.
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Department of Education, Washington, DC. Office of the Under Secretary. – 1995
The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This brochure describes a two-volume book that provides examples of schools and communities working together to provide children with more time to learn. The strategies…
Descriptors: Academic Achievement, After School Education, Educationally Disadvantaged, Elementary Secondary Education
Extending the Learning Time for Disadvantaged Students: An Idea Book. Volume 1, Summary of Promising Practices.
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Policy Studies Associates, Inc., Washington, DC. – 1995
The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the first of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book…
Descriptors: Academic Achievement, After School Education, Educationally Disadvantaged, Elementary Secondary Education
Extending the Learning Time for Disadvantaged Students: An Idea Book. Volume 2, Profiles of Promising Practices.
PDF on ERIC Download full text
Policy Studies Associates, Inc., Washington, DC. – 1995
The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the second of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book…
Descriptors: Academic Achievement, After School Education, Educationally Disadvantaged, Elementary Secondary Education