Beliefs and Issues in Social Studies Instructional Practices: A Case Study of Alternatively Certified Elementary Teachers.

The purpose of this study is to investigate the social studies teaching beliefs and the application of these beliefs into classroom practice of a group of elementary teachers who are part of a New York City alternative certification program. The teachers in this study are working in low performing New York City schools, are typically pursuing teaching as a second career and often have undergraduate majors in the social sciences as well. Initial data for this study is extracted from a survey that the teachers completed in the second year of their two year program. Included in this survey are questions about the teachers’ beliefs and practices in inquiry based constructivist teaching methodology. The survey results were compared to individual interviews and focus group discussions with selected teachers and observations of the teachers’ classroom social studies teaching by their college supervisors. The authors anticipated an easier transition into teaching for a group of mature work experienced individuals than the typical transition of college graduates in their twenties with no prior full time work experience. Additionally the authors anticipated a greater ability to use the more complex teaching strategies involved in constructivist instruction than less experienced and mature teachers. One unanticipated outcome of this study is the further substantiation of recent research on the marginalization of social studies instruction in the elementary schools (Boyle-Baise et al, 2008; Doppen, Misco & Patterson, 2008: Rock et al, 2006;Vanfossen, 2005). The uniqueness of this study is that the teachers are alternatively certified second career individuals who have selected teaching as a second career. The study further substantiates that teachers are Constructivist Teaching in SS 3 constrained in their ability to use constructivist practices, or teach social studies at all, by the emphasis in elementary school on reading and math instruction and integrated curriculum. This integration minimizes social studies concepts and skills in favor of other subjects, typically reading and literacy strategies and skills. Constructivist Teaching in SS 4 Traditionally descriptions and critiques of best instructional practice for teachers in all subject areas emphasizes student centered learning. Beginning in the early twentieth century, John Dewey (1969) advocated this type of classroom instruction which begins with the prior understandings and knowledge of students. Constructivist pedagogy, where students construct their own knowledge in a particular subject built on prior and new knowledge, continues to be the emphasis in teacher education programs across a century (Howe & Berv, 2000). In the specific area of social studies education and history education in particular, constructivist teaching practices are based on students making sense of the past and present the world through a variety of prior and ongoing experiences, both in and out of school. (Levstik & Barton, 2001; Wilson et al, 2002; Wineberg, 1996; VanSledright, 2002). The purpose of this study is to investigate the social studies teaching beliefs and practices of a group of elementary teachers participating in the New York City Teaching Fellows program, an alternative certification program. These teachers are pursuing certification as elementary teachers by attending master’s level classes while they teach in low performing New York City schools. This concurrence of classroom teaching and methods courses offers a unique opportunity to study teachers engaged in pedagogical methods study and also teaching full time, rather than the more traditional pre-service students who are yet to teach full time. In addition many of the Teaching Fellows are pursuing teaching as a second career and have already spent many years as a member of the professional work force. We anticipate that this previous experience will be a positive influence in the initial transition from school to work, which can be difficult for undergraduates who obtain teaching certification without previous full Constructivist Teaching in SS 5 time work experience. We anticipate therefore that an easier transition would result in a greater ability to use the more complex teaching strategies involved in constructivist instruction. Since the program is at the masters level, the teaching fellows have undergraduate degrees and many majored in the social sciences. Typically elementary teachers who obtain teaching certification as undergraduates have little background in the social sciences on which the social studies are based (Wilson et al, 2002; Wilson & Wineberg, 1988; Wineberg, 1996; Wineberg & Wilson,1991). The teacher certification program of the study’s participants emphasizes constructivist and inquiry based teaching practices in its social studies methods courses, as well as in methods courses in other disciplines. For this study the respondents completed a survey during the second year of their two year program. Part of this survey is questions about their beliefs and practices in inquiry based constructivist teaching. The focus of this study is the responses for social studies instruction. The survey results were compared to teacher interviews concerning the successes and the constraints encountered in using constructivist pedagogy and observations of their social studies teaching practice by college supervisors. Constructivist Pedagogy In general, constructivist teaching practices concern the creation of student understandings based on an interaction between what the student already knows and believes and new ideas and knowledge that the student encounters in a learning environment (Resnick, 1989; Richardson, 1999; 2003)). In this approach to learning, knowledge is seen as created rather than received, understood through student discussion rather than direct instruction by the teacher and explored and developed rather than memorized and recalled (Holt-Reynolds, 2000). Nor do we believe that most of our knowledge is acquired, ready formed, by some sort of direct perception or absorption. Undoubtedly humans are born with some cognitive Constructivist Teaching in SS 6 or epistemological equipment of potentialities . , but by and large human knowledge, and the criteria and methods we use in our inquiries, are all constructed (Phillips, 1995, p.5). In contrast to constructivist pedagogy is a transmission method of teaching, which John Dewey (1960) called the “spectator theory of knowledge”. In this type of knowledge acquisition the learner is a spectator and remains passive in receiving and acquiring knowledge. The learner does not interact with the information that is acquired. This transmission method of teaching and learning is centered on direct teacher instruction and often has limited success in the attainment and retention of new knowledge: Many view teaching as the relatively effective transmission of important information. However, there is considerable evidence that a reception-accrual model of learning . is unlikely to result in significant understandings (Howey & Zimpher, 1999, p.281) Howey and Zimpher (1999) go on to say: Far too many view teaching as the maintenance of order and the transmission of information efficiently and effectively (p. 280) In social studies, which emphasizes the study of history in the upper elementary and secondary grades, constructivist pedagogy most often takes the form of historical inquiry. Students construct their sense of the past utilizing a variety of historical experiences which include their own prior knowledge and experiences and resources found in traditional print and audio and video media (Levstik & Barton, 2001; Wineberg, 1996; VanSledright, 1996, VanSledright, 2002). In a traditional transmission style classroom, students view history as facts to be memorized and do not understand that their own judgments and experiences with history are important (VanSledright, 1996; Wineberg, 1996). In contrast, when students “do” history, they ask questions, collect and analyze sources and build their own interpretations of historical events (Levstik & Barton, 2001; VanSledright, 2002). Constructivist Teaching in SS 7 New York City Teaching Fellows Program Increasing student enrollments and teacher retirements are creating teacher shortages across the country (Gerald & Hussar, 1998). The shortage, particularly in urban schools, has produced a demand for certified teachers especially in low performing, high need schools. To meet this need states have created alternate paths to teacher certification: One of the major aims of AC [alternative certification] is to appeal to talented individuals from all walks of life who wouldn’t ordinarily consider teaching. In this way, it hopes to help bring in a cohort of new teachers who are committed to teaching in hard-to-staff subjects and areas, who reflect the growing diversity of student populations. (Wright, 2000,p.24). A recent report found that as of 2005, 122 alternate routes to teacher certification exist in 47 states and the District of Columbia (National Center for Education Information, 2005). These programs represent many different types of alternative certification but all have the goal of fast tracking teachers into the classroom, with various degrees of prior preparation. The New York City Department of Education is the largest public school system in the country with 1.1 million children in 1,200 public schools (New York City Department of Education, 2003). New York City’s path to alternative certification is called the Teaching Fellows Program and addresses the teacher shortage in their schools. New York City follows a model that is typical of alternative certification programs in other cities and states. The program involves a concentrated summer experience prior to placement in a teaching situation, a commitment to teach for a minimum of two years, a financial incentive such as a ‘‘sign-on bonus’’ or a f