Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners

, , &
Journal of Social Studies Research 44 (1):195-208 (2020)
  Copy   BIBTEX

Abstract

In this paper, we conduct a secondary analysis of The Institute of Educational Sciences’ (IES) 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to examine: (a) the average caseload of students with disabilities and emergent bilingual learners within and across social studies content areas, as well how social studies teachers’ caseloads compare with other content area disciplines and (b) the extent and perceived utility of professional development opportunities social studies teachers receive to support both students with disabilities and emergent bilingual learners.

Categories

Keywords

Reprint years

DOI

10.1016/j.jssr.2019.01.004

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 91,349

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

My notes

Similar books and articles

Are social studies methods textbooks preparing teachers to support students with disabilities in social studies classrooms?Ashley G. Lucas & Jeff Passe - 2017 - Journal of Social Studies Research 41 (2):141-153.
Examining how professional development impacted teachers and students of U.S. history courses.Stacy Duffield, Justin Wageman & Angela Hodge - 2013 - Journal of Social Studies Research 37 (2):85-96.
Supporting First-Year Students in the Bachelor of Arts: An Investigation of Academic Staff Attitudes.David Waters - 2003 - Arts and Humanities in Higher Education 2 (3):293-312.
The Role of Teacher Research in Continuing Professional Development.Margaret Kirkwood & Donald Christie - 2006 - British Journal of Educational Studies 54 (4):429-448.
Changing Teacher Beliefs: Moving towards Constructionism.C. Girvan - 2015 - Constructivist Foundations 10 (3):298-299.
ELP Teachers as Researchers. On the Benefits of Conducting Needs Analysis.Aleksandra Łuczak - 2018 - Studies in Logic, Grammar and Rhetoric 53 (1):177-193.
Experiences of beginning teachers in a school‐based mentoring program in Sweden.Ulla Lindgren - 2005 - Educational Studies 31 (3):251-263.
Understanding Transformations: Teachers as Co-Learners Alongside Their Sixth-Grade Students with Learning Disabilities Within Shared-Interest Apprenticeship Contexts.Julie A. Goodman - 2004 - Dissertation, University of Michigan
I Can Learn From You: Boys as Relational Learners.Michael Reichert & Richard Hawley - 2014 - Harvard Education Press.
The Politics of Teacher Professional Development: Policy, Research and Practice.Ian Hardy - 2012 - Routledge.
Professional Development and Training.Gilbert Burgh - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:5-13.
Transforming Our Students: Teaching Business Ethics Post-Enron.Daryl Koehn - 2005 - Business Ethics Quarterly 15 (1):137-151.
Backwards-and-Forwards from the Unexpected: Teachers as Constructionist Learners.A. I. Sacristán - 2015 - Constructivist Foundations 10 (3):382-383.
Ethical Competence for Teachers: A Possible Model.Roxana-Maria Ghiațău - 2015 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 2 (3):387–403.
Sociocultural Issues in Physical Education: Case Studies for Teachers.Sara Barnard Flory, Amy Tischler & Stephen Sanders (eds.) - 2014 - Rowman & Littlefield Publishers.

Analytics

Added to PP
2019-02-08

Downloads
37 (#419,437)

6 months
12 (#203,353)

Historical graph of downloads
How can I increase my downloads?

Citations of this work

No citations found.

Add more citations

References found in this work

A Profile of Twenty-First Century Secondary Social Studies Teachers.Paul G. Fitchett - 2010 - Journal of Social Studies Research 34 (2):229-265.

View all 11 references / Add more references