August 21, 2014

John Broome Co-Authors Social Studies Research Book Chapter

John BroomeJohn P. Broome, assistant professor in curriculum & instruction and director of  secondary education and preK-12 education programs in the College of Education, has co-authored a book chapter entitled, “Three States: A Comparison Across Diverse Policy Contexts” to be published in Research on the Status of Social Studies: Views from the Field by Information Age Publishing in Summer 2013.

Since 2008, Broome has served on a national research team studying the state of social studies education in the United States. The first study of its kind, this 50-state survey-based research sampled K-12 social studies educators in America. Research on the Status of Social Studies: Views from the Field focuses on the impact of high-stakes standards, use of instructional time, methods of instruction and assessment and application of technology in U.S. K-12 social studies classrooms. The book is divided into six parts: I. Foundations, II. Types of Schools; III. Curricular Emphases; IV. Teaching Strategies; V. Professional Issues, and; VI. What It All Means

Collaborating with Dr. Gayle Y. Thieman (Portland State University), Dr. Joseph E. O’Brien (University of Kansas),  Dr. Thomas Barker (University of Kansas) and Dr. Patrice Preston-Grimes (University of Virginia), Broome co-authored a chapter comparing K-12 social studies practices of three states: Kansas, Oregon and Virginia.

An abstract of “Three States: A Comparison Across Diverse Policy Contexts” is included below.

Much of the recent data on the state of social studies teaching has focused on the impact of NCLB on the decline of instructional time in elementary classrooms, though little is known about what occurs during instruction. To address this concern the Survey on the Status of Social Studies (S4) asked K-12 teachers to report on the current status of their social studies curriculum and instructional practices. The survey investigated the impact of mandated testing, social studies curriculum goals and concepts, and teachers’ instructional strategies in the classroom. This chapter analyzed the findings from three states (Kansas, Oregon, and Virginia) and compared the results to data from the national survey.  Our analysis addressed four questions: 1) How much instructional time is devoted to social studies in elementary and secondary classrooms and how has mandated testing influenced the time available? 2) How often and in what types of instructional activities are students engaged? 3) What are the major goals and key concepts of the social studies curriculum? 4) How do the three states compare to each other and to the national findings?

The co-principal investigator for the Virgina study, Broome continues to examine the status of social studies education in our state. This past year he conducted an explanatory mixed-method study by convening focus groups with K-5 Virginia social studies educators throughout the Commonwealth  of Virginia. As he develops manuscripts on this work, Broome’s research is being used to inform school-, district- and state-level policy and instructional decisions around the Commonwealth.

About Brynn Boyer

Brynn Boyer is assistant director of media and public relations and a 2010 graduate of UMW.

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