The Journal of Social Studies Research

Although many researchers have examined the learning styles of gifted students, few empirical studies have revealed whether specific instructional strategies are either most preferred, or most effective for, students identified as having exceptional academic ability or talent Therefore, this study investigated the difference(s) in social studies achievement and attitude of gifted fourth-grade students taught through traditional instructional methods versus Contract Activity Packages (CAPs) (Dunn&Dunn, 1992, 1993). A multivariate analysis of variance, by employing a repeated measures (counterbalanced) design, analyzed the data and revealed significant effects for CAPs versus traditional instruction. The MANOVA did not reveal correlation among specific learning style traits and instructional strategies. Some implications are suggested by the findings.

Efforts to derail secondary schools have called attention to the need for instructional practices to address the increased academic diversity within many classrooms. Fifty-eight social studies teachers completed a survey that explored their practices and beliefs about addressing academic differences in their secondary classrooms. The focus of the survey was teachers’ frequency of use and effectiveness of numerous instructional methods. This study was part of a larger research effort including teachers from the primary content areas. Most social studies teachers reported methods focusing on traditional, teacher-directed strategies, and some emphasized group techniques and peer interaction. Examination of the most frequently cited reasons for the effectiveness of methods suggests major emphases on teachers providing reinforcement for strong foundations of learning and learners helping each other. Teachers want and value support from administrators, parents, and colleagues to make changes, and they recognize their need for more training.

The 20^th anniversary of the Foundations of Social Studies “Special Interest Group” (SIG) of The National Council for the Social Studies (NCSS) was celebrated in November of 1997. With the publication of Bulletin 8, the Foundations SIG has disseminated over twenty years of research devoted to increasing understanding of the origins of the social studies.

Interest in the origins and evolution of the social studies, as determined by membership in the Foundations of the Social Studies SIG, is almost exclusively the domain of higher education. The driving force of those studying the foundations of social studies reinforces the thesis forwarded by Leming (1989) in The Two Cultures of Social Studies. In The Two Cultures of Social Studies, Leming states, “there exists in social studies a persistent abyss which separates the teaching lives of practicing classroom teachers from the research interests and methods class preparation of future social studies teachers” (p. 404). Presently, interest in social studies foundations is demonstrative of a distinct area of a difference between these two cultures.

In order for the study of social studies foundations to have a place in the preparation of social studies teachers, this gap between practitioners and those in higher education must be bridged. If this difference is ignored, the potential value of social studies foundations to pre-service teachers will be lost, and an understanding of the origins of the field will remain the province of the university professor and, in all likelihood, be viewed by many as useless theory. This paper argues that the study of social studies foundations belongs in a teacher-training program, and can serve as a bridge from the college classroom to actual classroom teaching.

Technology’s role in social studies has been conceptualized using a variety of methods. These methods include considering technology as a tool, technology as an instructional aid, and technology as an agent of structural change. A new conceptualization of the role of technology in social studies education is presented in this paper. This new way of thinking about technology and social studies takes starting point accounts of technology infusion in social studies classes, evidence that technology improves students learning, and existing conceptualizations. Separately, an inductively rationalized framework for the use of technology in social studies can be developed. As the world has changed, technologies have helped social studies change. By using technologies that allow teachers to make social studies more authentic, critical, and active, social studies will become more powerful and meaningful for students.