Social Studies Teachers' Attitudes Concerning Convtroversial Public Issues Instruction and State Mandated Tests

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dc.contributor.advisorChiodo, John J.
dc.creatorNance, Starlynn Raenae
dc.date.accessioned2019-04-27T21:24:32Z
dc.date.available2019-04-27T21:24:32Z
dc.date.issued2012
dc.description.abstractThis transcendental phenomenological qualitative study examines attitudes toward Controversial Public Issue instruction by teachers who used mandated standards and state tests. After the interviews of 11 social studies teachers (high school, middle school and junior high) five distinct themes emerged in the study. Overall, participants execute Controversial Public Issues instruction regardless of the void in state standards. Each participant expressed her/his own attitudes concerning Controversial Public Issue instruction; however, there were also definite commonalities. Ten participants planned Controversial Public Issues in their classroom regardless of obstacles stated in previous research.
dc.format.extent136 pages
dc.format.mediumapplication.pdf
dc.identifier99161344202042
dc.identifier.urihttps://hdl.handle.net/11244/318608
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectUnited States--Politics and government--Study and teaching--Public opinion
dc.subjectCivics--Study and teaching--Public opinion
dc.subjectSocial studies teachers--United States--Attitudes
dc.subjectPublic opinion--United States
dc.thesis.degreePh.D.
dc.titleSocial Studies Teachers' Attitudes Concerning Convtroversial Public Issues Instruction and State Mandated Tests
dc.typetext
dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum

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