Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies
Abstract
As part of the 2001 No Child Left Behind federal statute, U.S. lawmakers reduced the
amount of time that teachers could spend on social studies instruction in favor of
devoting more instructional time to other core content areas. The Middle Years Program
(MYP) is present in many local middle schools in Maryland, where MYP teachers spend
equal instructional time on all subjects. The purposes of this qualitative study were to
gauge teachers' perceptions of the MYP and clarify the amount of instructional time
being devoted to social studies education in middle schools. The research questions
addressed teachers' perceptions of the allotted social studies instructional time and how
their personal teaching practices addressed the possible marginalization of social studies
within their schools. Guided by Bruner's constructivist framework, 6 MYP teachers from
2 Maryland middle schools were interviewed face-to-face and administered a survey on
instructional time. Thematic analysis was used to interrogate the data. Teachers reported
that the MYP in their schools provided adequate instructional time for social studies, and
they incorporated interdisciplinary supports and MYP skills to teach globally-minded
students. Findings suggest that reduced instructional time had no negative effects on
teacher participants' instruction. Based on findings, a policy recommendation report was
developed, which included the recommendation that the Maryland State Department of
Education survey results be analyzed and disseminated to county leaders to ensure
communication between levels of government. By communicating teachers' perspectives
to county and school administration about how to incorporate aspects of the MYP into
lessons, this study may improve students' experiences in social studies courses as a result
of communication between educational leaders.
