Document Type
Article
Publication Date
Fall 2018
Abstract
Millennial generation pre-service teachers enrolled in undergraduate social studies methods courses are largely the products of NCLB and the concomitant marginalization of social studies during their K-12 education experience. This study examined a sample (N=136) of pre-service elementary teachers’ entry-point social studies content knowledge strengths and weaknesses over a three-year time frame and the degree to which NCLB era K-12 content standards had an impact on pre-service teachers’ entry-point content knowledge scores. The unintended consequences of NCLB on pre-service elementary teachers’ social studies content knowledge and recommendations for intervention and continuous improvement are presented in this paper.
Recommended Citation
Social Studies Education Review Fall 2018, Volume 7, Number 3, pp. 1-21.
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Higher Education and Teaching Commons