Kristy A. Brugar

Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach

Abstract This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the project-based approach entail? Students from 4 classrooms in low-SES schools were assessed before and after experiencing 2 project-based units focused on standards in economics; civics and government; public discourse, decision making, and citizen involvement; and content area literacy. Students from 2 high-SES schools were also assessed, following a year of business-as-usual social studies and content literacy instruction, to establish a benchmark we hoped low-SES students could attain. Results show that low-SES students made statistically significant gains in social studies and content literacy and, at post-test, showed no statistically significant differences from the students in the high-SES schools: Following instruction, there was no SES achievement gap on these assessments. The authors describe the project-based units and strategies that the teachers used to implement these plans, and discuss implications of the study for future research and practice.

Seeing Is Believing: Promoting Visual Literacy in Elementary Social Studies.

This study addresses the following questions: Does professional development (PD) designed to meet third-, fourth-, and fifth-grade teachers’ pedagogical and content needs influence how teachers teach and engage with graphical devices found in social studies texts? If so, what effect does that instruction and engagement have on students’ comprehension of those devices and social studies reading materials that contain them? We worked with teachers and students in a context-embedded PD series that emphasized literacy skills specific to standards that address accessing and sharing information (Common Core State Standards for English Language Arts) as social studies specialists (e.g., historians, geographers, economists; C3 Framework), with a particular focus on the graphical devices commonly found in social studies instructional materials (i.e., captioned images, maps, tables, timelines). Using teacher interviews, curricular materials, field notes, and student pre- and post-assessments as data sources, we explain the impact of this intervention on teaching and learning.

How Does a Cowboy Make Money? Using Student Curiosities to Further Elementary School Inquiries

ABSTRACT This article explores examples of student-initiated inquiries (in Grades 1 and 5) and the opportunities and challenges with engaging in them. To explore these student-initiated inquiries, we use the C3 Framework Inquiry Arc (National Council for the Social Studies, 2013) and Harvey and Danielss (2009) Small-Group Inquiry Model to describe the actions and interactions of two elementary school teachers and their students as they take student-initiated inquiries through various stages of the inquiry process. With each classroom example we include the challenges the teachers encountered and we make recommendations for inquiry-based instruction in elementary social studies.

Overcoming Problems of Marginalization by Reimagining Elementary Social Studies Programs

In this chapter, we describe ways in which we, as teacher educators, have responded to the marginalization of elementary social studies education. Specifically, we describe two innovative approaches to elementary social studies methods courses, focusing on the processes of developing and enacting these courses with teacher candidates. The first approach is a site-based course in elementary social studies and the second is a year-long block of social studies and literacy methods courses taught by an instructor who loops with students. These approaches have been successful in foregrounding twenty-first century knowledge and skills for citizenship in meaningful ways, and in making a strong connection to the world of practice and to the realities of fitting social studies into a crowded elementary school day. We share the lessons we learned and the challenges we faced as a result of these experiences.

Timelines: An Opportunity for Meeting Standards through Textbook Reading

In this article we identify opportunities for students to use timelines and textbooks to meet standards. Through the use of timelines, textbooks, and selected activities, upper elementary and middle school students are able to (1) be engaged in content area reading and writings; (2) understand large themes in social studies including time, continuity, and changes; and (3) participate in the inquiry process.

Social Studies Skills or Something Else? An Analysis of How the “Essential Social Studies Skills and Strategies” Reflects Social Studies Instruction

ABSTRACT This article describes the National Council for the Social Studies (NCSS) collection of “Essential Social Studies Skills and Strategies” in terms of common approaches to social studies teaching and learning (e.g., informed social criticism, reflective inquiry, transmission). We conducted descriptive and inferential analyses and found that these “essential skills” do not strongly align with common social studies approaches. Rather, these skills are broadly presented and open for interpretation as representative of various school disciplines, most notably language arts. This has the potential to dilute social studies teaching and learning.

More Than Mere Motivation: Learning Specific Content Through Multimodal Narratives

ABSTRACT This study explores the possibilities for learning content that might accompany the use of an historically accurate graphic novel as part of a language arts instructional unit. During a 6-day unit, 16 sixth grade students engaged in graphic novels in ways that support comprehension, both in the context of a graphic novel text set and a specific novel, One Dead Spy. Through qualitative and quantitative analysis, we evaluated student learning of content related to the topic of the American Revolution. Results indicate that engaging students in instruction around the novel built the background knowledge on the topic, as well as increasing their understanding of the topic as measured by a free-recall assessment. In addition, the unit posttest indicated significant learning around conceptual ideas.

The three R’s: reading, (W)Riting, and researching through multi-genre project

Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.