Katherine A. O'Connor

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.

From the Green Mile to the Yellow Brick Road: Using a Practical Model to Fill in the Social Studies Content Gaps

Since the inception of mandated testing in reading and mathematics, social studies instruction has been marginalized in elementary and middle schools. After the genesis of several state-mandated testing programs and nearly a decade after the launch of the No Child Left Behind legislation, the effects of limited K–8 social studies instruction are being recognized at the high school level, specifically in high school test score data. This article reveals the obstacles generated by marginalizing social studies in the elementary and middle schools and offers a model for helping teachers understand their role in offsetting the problems associated with early social studies marginalization. The article also provides a way to help teachers collaboratively fill the social studies content gaps.

Was It Worth It? Some National Board Certified Teachers Say No!

Abstract Thousands of teachers across the nation have sought and achieved National Board Certification, which expires after 10 years. Prior to the expiration of the certification, teachers must decide whether they plan to renew. Many teachers choose to renew their certification. The intent of this research was to examine the data regarding why some teachers choose not to renew their certification.

Voices in Videoconferencing: Technology Integration in Teacher Education Courses.

Abstract This manuscript describes the efforts of several instructors who incorporated videoconferencing in their teacher education courses at two large universities in the southeastern United States. Professors preparing teachers to teach elementary and middle school examined their interactive videoconference experiences linking preservice teachers with students in real classroom settings. Three projects are described. The first project involved “teleobservation” whereby professors co-taught with K-6 classroom teachers while preservice teachers observed. The second project focused on a middle-grades English Language Arts professor whose preservice teachers observed middle school students in real time. In the third project, a university professor served as a live audience for an elementary Reader’s Theatre performance. The lessons learned through the evaluation of these three projects are discussed.