Confrey's article is criticized on the basis of unbalanced content coverage, distortions in the treatment of the content that is covered, and the lack of readiness to come to grips with the realities of classroom teaching. (MNS)

Several lines of needed research on teaching are discussed, including process-outcome research, structuring the content for clarity, teaching cognitive skills and problem-solving strategies, recitation and boardwork, seatwork and homework, conceptual change teaching, classroom organization and grouping, cooperative learning methods, sex equity,…

This study examines the use of research techniques to generate information that informs curriculum development, in order to develop more powerful social studies curricula for the primary grades. The paper describes the studies of four implementations of units, all done in self-contained second-grade classrooms in suburban schools with traditional…

Despite scholarly disagreement about the nature and purposes of social studies education, the most widely adopted elementary social studies textbook series tend to be remarkably uniform, consisting of compendia of facts organized within the expanding communities curriculum structure. Content selection and explication tend to be guided primarily by…

This paper summarizes responses of students in grades K-3 to questions about Native Americans. The paper draws on findings from two studies, both done in a suburban school system deemed "average" on a variety of educational and socioeconomic indicators. In each study, samples of students stratified by gender and achievement level were…

This paper summarizes responses of students in kindergarten and grades 1, 2, 4, and 5 to questions about Native Americans. The paper draws on findings from two studies, both done in a suburban school system deemed "average" on a variety of educational and socioeconomic indicators. In each study, samples of students stratified by gender…

Compares social studies transportation units for primary grades in 2 books published 71 years apart: one in 1931 the other in 2002. Includes examination of content selection, standards, literacy, view of the learner, instructional focus, and teacher direction. (Contains 22 references.)(PKP)

College students reported memorable social studies activities that they had experienced in kindergarten through grade eight by describing both the activities themselves and what they learned from those activities. These memories were coded for subject matter, type of activity, and learning outcomes. The responses reflected the influence of the…

This paper reviews highlights of research on teaching conducted in the 1970s, discusses current trends, and considers accomplishments likely to be forthcoming in the 1980s. The latter include better attention to context in collecting classroom data and qualifying its probable generalizability, more and better measurement of progress toward…

A significant body of research, including several large-scale correlational studies, indicates that effective teachers of the basic skills differ systematically from those who are ineffective. Eight teacher characteristics are associated with success in producing achievement gains, including expectations, classroom management, curriculum pacing,…

Presents study results of fifth graders' attitudes toward history. Includes interviews with the student subjects concerning what they know about history, what they want to know, and reasons to study history. Concludes that fifth graders are interested in history and familiar with the past but vague on the interpretive nature of history. (DK)

The traditional K-3 social studies curriculum has focused on food, clothing, shelter, communication, transportation, and other cultural universals. Very little information exists about children's prior knowledge and thinking about these topics. This study was designed to provide such information with respect to the topic of transportation, and in…

Finds that student knowledge about shelter is tacit rather than well-developed, frequently distorted by misconceptions, and scattered rather than gathered around big ideas. States that children typically do not acquire learning about cultural universals through everyday experience. (DAJ)

Based on part of a line of research on children's prior knowledge and thinking (including misconceptions) about topics addressed in the traditional K-3 social studies curriculum, a study was designed to provide such information with respect to the topic of government. Individual interviews were conducted with K-3 students (n=96), stratified…

The traditional K-3 social studies curriculum has focused on food, clothing, shelter, communication, transportation, and other cultural universals, but little information exists about children's prior knowledge and thinking (including misconceptions) about these topics. This study was designed to provide such information with respect to the topic…