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

• Published in: Theory and research in social education Vol. 34; no. 4; pp. 455 - 483
• Main Authors: Rock, Tracy C., Heafner, Tina, O'Connor, Katherine, Passe, Jeff, Oldendorf, Sandra, Good, Amy, Byrd, Sandra
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01-01-2006; College and University Faculty Assembly of NCSS
• Subjects: Decision Making; Elementary Education; Elementary School Teachers; Longitudinal Studies; No Child Left Behind Act 2001; North Carolina; Social Studies; Statewide Planning; Teacher Attitudes; Teaching Methods; North Carolina
• ISSN: 0093-3104; 2163-1654
• DOI: 10.1080/00933104.2006.10473318

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.