Social studies in theory and practice : University of Central Florida's elementary interns' perceptions of social studies

Keywords

Social sciences -- Study and teaching (Elementary); Student teachers

Abstract

The purpose of this study was to determine whether there is a significant difference between the perception of internship II students' observation, planning and teaching of three constructs of social studies: social studies as integration, social studies as textbook knowledge, and social studies as citizenship education, within their final placements. Surveys were constructed by the researcher and completed by the internship II students after their final semester in their program. The data was analyzed; this included comparing the three constructs with race, age, program, instructor, and gender. The data indicated that there was no statistically significant difference between how internship lI students observed or planned and taught each of the constructs of social studies: social studies as integration, social studies as textbook knowledge, and social studies as citizenship education. Th~re were statistically significant differences in how secondary majors and early childhood majors perceived the construct of social studies as textbook knowledge and between kindegarten-12 majors and early childhood majors on social studies as integration. Recommendations were made for further study on the replication of the study with the inclusion of internship I students in the study, in-service elementary education teachers and on assessment of the three constructs of social studies social studies as integration, social studies as textbook knowledge, and social studies as citizenship education.

Notes

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Graduation Date

2003

Advisor

Kysilka, Marcella

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Graduate Studies and Research

Degree Program

Educational Studies

Format

PDF

Pages

79 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0029089

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

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