Decision-Making Instruction: Rural Teachers' Challenges and Perceptions of Robert Stahl's Decision-Making Materials in the Social Studies Classroom

Autor/inn/en	Milam, Alisha; Byford, Jeffrey M.
Titel	Decision-Making Instruction: Rural Teachers' Challenges and Perceptions of Robert Stahl's Decision-Making Materials in the Social Studies Classroom
Quelle	In: Educational Practice and Theory, 45 (2023) 2, S.19-36 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
DOI	10.7459/ept/45.2.03
Schlagwörter	Rural Schools; High School Teachers; Social Studies; Teacher Attitudes; Decision Making; Instructional Materials; Curriculum Implementation; Teaching Methods; Inquiry; Active Learning; State Standards; Accountability; Academic Standards; Barriers; Tennessee + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Lehrerverhalten; Decision-making; Entscheidungsfindung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Verantwortung
Abstract	This qualitative case study investigated rural high school social studies teachers' perceptions of Robert Stahl's decision-making materials within their content area and the relevance of curricular implementation. The primary questions addressed in this study focused on high school social studies teachers' perception of current instructional practices, inquiry-based learning, state standards, and national frameworks regarding content and classroom instruction. Findings indicated that: a) decision-making materials, developed by Robert Stahl, are valued as a pedagogical approach towards learning; b) standards-based curriculum and accountability hinder student inquiry; c) rural participants perceived social studies education to be placed on a back burner; and d) The National Council for the Social Studies College, Career, and Civic Life (C3) Framework's influence is largely unknown and unrealistic among rural social studies teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01