Jeff Passe

One State Closer to a National Crisis: A Report on Elementary Social Studies Education in North Carolina Schools.

Abstract In response to the growing concern of the marginalization of social studies education, members of the North Carolina Professors of Social Studies Education (NCPSSE) organization began a longtitudinal study in 2003 to examine elementary social studies education. This study is part of a statewide initiative among six universities in the North Carolina University system. The participating universities include: UNC Charlotte, UNC Asheville, Appalachian State University, A & T State University, UNC Wilmington, and East Carolina University. The purpose of this research was to gather data from practicing elementary teachers in North Carolina to identify (a) how often social studies is being taught, (b) how decisions are made regarding how instructional time is used, (c) how satisfied teachers are with the amount of instructional time devoted to social studies instruction, and (d) what barriers exist that might inhibit the teaching of the social studies curriculum. This study documents the current status of social studies in North Carolina elementary schools and adds to the growing national literature on the effects of NCLB on K-5 social studies education. The findings suggest that more solid actions (eg., research, advocacy, and professional development) must be taken to revitalize the social studies in the elementary school classroom. Discussion and recommendations for improving the status of elementary social studies in our schools are presented.

Teaching Religion in America's Public Schools: A Necessary Disruption

Religion plays an important role in social studies content and is difficult to ignore, especially because of current world events. In our global society, it is more important than ever to know about and understand the religious beliefs of others. The social studies curriculum is infused with religion, but teachers circumvent the issue, mistakenly citing the separation of church and state as an obstacle. This article examines assumptions and causes of our nations confusion over the role of religion in schools. The authors conclude with suggestions for returning the study of religion to social studies classrooms.

Dare We Make Peace: A Dialogue on the Social Studies Wars.

The authors present a conversation among several leading social studies theorists, researchers, and practitioners on the social studies wars, or conflicts in the debate over the purposes, content, and practice of social studies in schools. Questions focus on addressing the plurality of definitions for the field, creating more effective dialogue among interest groups both within the National Council for the Social Studies and with other professional associations, and improving classroom practice. Running through the discussion are concerns related to the possibility of progress, role of professional organizations, present and future impact of federal legislation, and potential for developing common ground. The authors conclude with reflections on areas of agreement and dissonance among the discussants and endorse the idea of a summit meeting of a broad group of stakeholders aimed at developing potential areas of consensus.

Social Education versus Vocational Education: Can They Coexist?.

Abstract The movement for vocational education conceals within itself two mighty and opposing forces, one which would utilize the public school primarily to turn out more efficient laborers in the present economic regime, with certain incidental advantages to themselves, the other which would utilize all the resources of public education to equip individuals to control their own future economic careers, and thus help on such a reorganization of industry as will change it from a feudalistic to a democratic order. (Dewey 1917, 334-35)

The Role of Internal Factors in the Teaching of Current Events.

Abstract This study examines the role of internal factors in curricular decisions of elementary teachers regarding current events instruction. A sample of elementary teachers answered survey questions that included items measuring their attention to current events. A construct called news awareness was developed. Additional items in the survey had teachers report on how frequently they taught about current events. A Chi-square analysis indicated that the frequency of teaching current events increases as the level of news awareness increases. The causes of poor teacher news awareness are discussed. Recommendations include efforts in the areas of teacher training, testing, and recruitment, and the mandating of current events instruction.