[Download] "Successful University & School Partnerships: Social Studies Clubs in Elementary Afterschool Programs." by Childhood Education ~ eBook PDF Kindle ePub Free

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eBook details

• Title: Successful University & School Partnerships: Social Studies Clubs in Elementary Afterschool Programs.
• Author : Childhood Education
• Release Date : January 22, 2008
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 197 KB

Description

"Global citizenry." "Cultural competence." "Social justice." "Meeting the needs of diverse populations." These terms are often heard in school of education classrooms as universities prepare teachers for success in ever-changing school environments. There is no doubt that classrooms in the United States are becoming increasingly diverse through the assimilation of immigrant populations and the inclusion of special needs students. However, the National Center for Education Statistics (2004) indicates that more than 82% of students graduating from teacher education programs are of white/ non-Hispanic backgrounds. These preservice teachers' limited experience with diverse populations is troubling (Ladson-Billings, 2005), as they will be entering elementary school classrooms that reflect a full spectrum of abilities, interests, and cultures (Tomlinson, 2004). To compound this problem, standardized testing has brought about negative changes to the school curriculum (Association for Childhood Education International, 2007). Instructional practices in U.S. classrooms often now include mundane teaching methods, such as textbook-focused lessons accompanied by worksheet completion, with limited opportunities for critical thinking and decision-making. With regard to social studies instruction, 33% of school districts surveyed by the Center on Education Policy (2006) reported reduced teaching time for social studies. Classroom teachers reported having limited time for social studies instruction because of the increased demands associated with No Child Left Behind (NCLB) and efforts to help students attain proficiency in reading and mathematics. Classroom teachers working with preservice teachers in university practicum settings often say they have limited time for social studies instruction because of increased accountability and district-mandated literacy blocks. Understandably, teachers experience pressure to meet both state and federal testing goals and often believe that their short instructional day prohibits them from providing effective social studies instruction.

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