Influences on Social Studies Teachers’ Issue-Selection for Classroom Discussion: Social Positioning and Media

Abstract

This qualitative research explores factors that influence social studies teachers’ issue-selection for classroom discussion. Four high school teachers—three from an urban setting and one from a suburban high school—participated in the study. Data were gathered over three months via interviews, classroom observations, and field notes; all were analyzed using the constant comparative technique of the grounded theory approach. Two claims are made: Teachers’ social positioning influences their curriculum choices, and media influences social studies teachers’ issue-selection.

Citation

Kaviani, K.(K). (2006), "Influences on Social Studies Teachers’ Issue-Selection for Classroom Discussion: Social Positioning and Media", Social Studies Research and Practice, Vol. 1 No. 2, pp. 201-222. https://doi.org/10.1108/SSRP-02-2006-B0004