The civil rights movement in elementary classrooms: examining teacher practices and beliefs

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dc.contributor Dantzler, John A.
dc.contributor Shwery, Craig S.
dc.contributor Wilson, Elizabeth K.
dc.contributor.advisor Sunal, Cynthia S.
dc.contributor.advisor Hubbard, Janie D.
dc.contributor.author Swain, Holly Hilboldt
dc.date.accessioned 2017-03-01T17:35:49Z
dc.date.available 2017-03-01T17:35:49Z
dc.date.issued 2015
dc.identifier.other u0015_0000001_0001977
dc.identifier.other Swain_alatus_0004D_12460
dc.identifier.uri https://ir.ua.edu/handle/123456789/2389
dc.description Electronic Thesis or Dissertation
dc.description.abstract This qualitative, collective case study investigated Alabama fourth-grade teachers’ practices and beliefs associated with teaching the US Civil Rights Movement. The problem guiding this work was the absence of comprehensively investigated current practices occurring within social studies instruction in elementary classrooms. The purpose was to add to available empirical studies related to teaching the movement in Kindergarten-6 education in light of the major deficit existing in this area of research. The research questions investigated teachers’ described and demonstrated instructional practices, their rationale for using those instructional practices, and beliefs about their instructional practices. The research methodology used a constructivist grounded theory approach to analyze data from lesson plans, interviews, and observations while applying within-case and across-case analysis. Findings of this case study of three, fourth-grade teachers described instructional practices of overreliance on a central text, teaching language arts skills in social studies, facilitating class discussions, and presenting information through outside resources. Insufficient time for teaching social studies and perceived student deficits were teachers’ rationales for their instructional practices. Difficulty was noted in teachers’ abilities to describe central beliefs guiding their specific instructional practices. Teachers’ demonstrated practices differed from described practices and primarily involved teacher-centered instruction. Recommendations for future research related to teaching the US Civil Rights Movement in Kindergarten-6 social studies could include work with varied participant populations, experimental research involving student-entered and culturally responsive pedagogy, and studies using methodologies centered in Critical Race Theory.
dc.format.extent 373 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Elementary education
dc.subject.other Social sciences education
dc.subject.other Education
dc.title The civil rights movement in elementary classrooms: examining teacher practices and beliefs
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Elementary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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