تقرير
The Missing Infrastructure for Elementary (K-5) Social Studies Instruction: Findings from the 2022 American Instructional Resources Survey. Research Report. RR-A134-17
| العنوان: | The Missing Infrastructure for Elementary (K-5) Social Studies Instruction: Findings from the 2022 American Instructional Resources Survey. Research Report. RR-A134-17 |
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| اللغة: | English |
| المؤلفون: | Diliberti, Melissa Kay, Woo, Ashley, Kaufman, Julia H., RAND Education and Labor |
| المصدر: | RAND Corporation. 2023. |
| الإتاحة: | RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org |
| Peer Reviewed: | Y |
| Page Count: | 46 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation Charles and Lynn Schusterman Family Foundation Walton Family Foundation |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Public Schools, Academic Achievement, Teacher Evaluation, Professional Development, Principals, Administrator Attitudes, Elementary School Curriculum, Social Studies, Student Evaluation, State Standards, Language Arts, Mathematics, Sciences, Poverty, Minority Group Students, Teaching Methods, Instructional Materials, Elementary School Teachers, Teacher Attitudes, Educational Quality |
| مصطلحات جغرافية: | United States |
| Laws, Policies and Program Identifiers: | No Child Left Behind Act 2001, Every Student Succeeds Act 2015 |
| DOI: | 10.7249/RRA134-17 |
| مستخلص: | This report uses data from the RAND Corporation's American Educator Panels to understand the state of infrastructure to support elementary social studies instruction during the 2021-2022 school year. The report is focused at the elementary (specifically, kindergarten through grade 5 [K-5]) level because the authors hypothesized that infrastructure for social studies is especially lacking at this grade level. This report is the first effort to build a national picture of state-, district-, and school-provided infrastructure specifically for social studies instruction and also the first to provide national estimates of what social studies curriculum materials elementary teachers regularly use for their instruction. The infrastructure examined is much less robust for social studies than for other core academic subjects, especially at the elementary level. The findings contribute to a growing body of evidence showing that social studies instruction is underrepresented in the U.S. education system. The findings imply that improvements to social studies teaching and learning require much more than piecemeal efforts. Instead, a more comprehensive set of supports provided at the state and local levels is necessary to improve the state of social studies instruction across the United States. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| رقم الأكسشن: | ED626764 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.7249/RRA134-17 |
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