The Journal of Social Studies Research

The “man-land” approach in geographic education with its emphasis on people and their relationship with their environment and the opportunities for field-based inquiry learning was studied. The interests of upper elementary students in this “man-land” approach were found to decrease with age, while categorical discriminations improved through age. Field supplementary learning experiences were seen by students as necessary for preservation of interest levels.

The purpose of this study was to ascertain the characteristics of social studies identified by graduating preservice students. The method of study involved taped interviews using a standard interview schedule. Subjects were all Rutgers students who had completed social studies student teaching during 1977-78. Results showed a variety among students in definition, purpose, and content of social studies education. Six concerns related to these results were raised.

The “openness” of students opting for placement in open classrooms was compared to the “openness” of students placed in typical classrooms. The Rokeach scale and Barth Attitude Inventory were used to measure “openness.” The results indicated students in the alternative open classrooms became more open. Thus, student teaching placement is an important factor in developing “openness” in preservice teachers.

Eighty-three social studies educators were given the 45-item questionnaire developed by Barr, Barth, and Shermis (1978) to determine differences as to the purpose, method, and content of social studies education. The results indicated a general confusion among social studies educators as to the purpose, method, and content. Implications of these findings were discussed.

This study explored the relationship between students’ ability to read and performance on a teacher-made achievement test. One hundred forty five twelfth graders were given a cloze test to measure ability to read. After covering a five-day instructional unit, a teacher-made achievement test was administered. Results of correlation coefficients indicated that the ability to read was unrelated to performance on a teacher-made achievement test. Speculations on alternative explanations were made.