Elementary teacher perceptions of teaching literacy through social studies

This dissertation project has been designed to better understand elementary teacher perceptions about teaching literacy skills through social studies instruction. Teacher perceptions will be defined as the understandings and assumptions that elementary teachers hold with regard to teaching literacy through social studies concepts and content. The two main research questions are: (1) What do elementary teachers perceive as needs in teaching literacy through social studies? (2) What do elementary teachers perceive as barriers to teaching literacy through social studies? The research participants included third and fourth grade teachers across three elementary schools within the Mayberry School District. Data were collected via teacher interviews and classroom observations. Using a grounded theory approach, the data were analyzed and theories that address the research questions were generated. While limited in their generalizability, as is often the case in a qualitative study, the goal was nonetheless to gain a better phenomenological understanding of the perceptions that these teachers hold. Understanding these perceptions may enable professional development providers to offer teachers with targeted learning opportunities designed to instruct them on how to do this and to do it well. There are also potential implications for future research. A better understanding of teacher perceptions of teaching literacy skills through social studies concepts and content in general can set the stage for future research that focuses on teaching finite literacy skills (example – making inferences) through social studies as well. This research study suggests that elementary teachers value the importance of teaching literacy through social studies and that they believe there is inherent value in this approach. In order to do so effectively, they require a greater amount of targeted high quality training, materials, and other supports than those which are typically provided to elementary teachers.Ed.D.Includes bibliographical referencesby Marc Eder