Social Studies Curriculum Integration: Classification, Framing, and Teacher Autonomy

Instructional time spent on elementary social studies has waned in the context of high stakes testing of math and English Language Arts. Integrating social studies within an English Language Arts instructional block creates learning opportunities that more closely align with recommendations from the National Council for the Social Studies (2009) for increased breadth and depth of study through a weakened classification of subjects (Bernstein, 1975). An integrated approach may demonstrate weak classification structures within the classroom, but a scripted and mandated program signals the potential for strong framing and control in the building and district. This present study focused on two third grade teachers’ perceptions and practices of a district-mandated curricular program, Expeditionary Learning, for integrating elementary social studies with English Language Arts. Data sources were observations, interviews, and curricular documents to identify themes similar and different across classrooms. This study was framed by Bernstein’s (1975) classification and framing theory of pedagogic and instructional control. A qualitative, multi-case study design examined how teachers enact a district-mandated curriculum. Questions guiding this study were: 1. How do teachers perceive increases (quantity), if any, to elementary social studies instruction time as a result of a mandated integrated social studies- English Language Arts program? 2. How, if at all, does a mandated integrated social studies- English Language Arts program improve (quality) elementary social studies education? 3. To what extent, does the mandated curriculum affect teachers’ control of their work? Findings demonstrate that more social studies instruction occurs due to the adoption of a program that integrates social studies with English Language Arts. However, lesson focus remained unbalanced in prioritizing literacy concepts and skills. Administrative control over curriculum and scheduling determined levels of teacher autonomy. Instructional choices were framed by administrative priorities and regulated teachers’ ability to present social studies through an integrative structure. Teachers in this study worked from a scripted program, but adjusted activities based on students’ needs and were supported by building and district administration to do so, or to break from the script. Autonomy at the individual and group levels were noted.

Grantor dc:publisher

State University of New York at Buffalo

Year dc:date.issued

2018

Author dc:creator

• Huck, Adam; 0000-0001-7235-0008

Contributors dc:contributor

• Robert, Sarah
• Learning and Instruction

• elementary education
• curriculum development
• Instructional design

Statement dc:rights

• Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.
• Copyright retained by author.

Language dc:language

eng

Handle dc:identifier

http://hdl.handle.net/10477/77973

OAI record oai:identifier

https://ubir.buffalo.edu/oai/request?verb=GetRecord&metadataPrefix=qdc&identifier=oai%3Aubir.buffalo.edu%3A10477%2F77973