Teacher’s Perceptions of the Depth vs. Coverage Curricular Debate

Abstract

This project dealt with the way in which in-the-field teachers perceive the Depth vs. Coverage curricular debate. Through classroom observations, in depth teacher interview, and response analysis, this project classified the ways and extent to which instructors teaching secondary social studies courses pursue personal teaching goals in light of Depth vs. coverage. This study found that teachers universally perceive that the Depth teaching model is a much better teaching strategy but is both unealistic and lacking, the teachers also found that the Coverage model is just as lacking and equally as unrealistic. Another teaching model began to emerge as teachers explored the very basis of what and how much they teach. This new model is a combination of both the depth and coverage models and found endorsements in a laige majority of the teachers interviewed.