Theses and Dissertations
Date of Award
2020
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Ralph J. Rich
Committee Member
Linda Simunek
Committee Member
Kimberly Durham
Keywords
social studies, relevance, engagement, critical thinking, civic competence
Abstract
This qualitative case study explored (a) how teaching practices of high school teachers influence student engagement levels and performance in social studies classes, (b) how teachers might deliver more student relatable social studies content, (c) how teachers might help students relate to and become more engaged with important social studies concepts, and (d) how teachers can motivate students to become well-informed and fully engaged citizens. This study also examined existing barriers that prevent students from learning or engaging in social studies coursework.
Research findings suggest teachers play essential roles in how students perceive social studies content and respond to lessons and assignments. Seven themes were identified in this research from the transcripts of the participants’ interviews. The seven themes were (a) relevancy, (b) engagement, (c) Federal and state legislation, (d) appropriateness, (e) critical thinking and informed decision-making approaches, (f) social media and social issues, and (e) civic education. This research identified how social studies programs lack attention from policymakers, such that social studies is perceived as less valuable than other subjects in high school curricula. Several barriers were also identified that prevents students from actively engaging in social studies classes, including teachers’ inabilities to make social studies topics more relevant to students. Participants raised concerns about being misunderstood (or even misrepresented) by students, parents, peers, administrators, and policymakers, especially when discussing sensitive or controversial topics within current contexts. As such, more open and candid discussion among social studies teachers, curriculum developers, and administrators is needed to help resolve this barrier to effective teaching.
NSUWorks Citation
Quarnitra L. Price. 2020. The Teacher’s Role in Increasing Student Engagement in High School Social Studies Courses. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (864)
https://nsuworks.nova.edu/fse_etd/864.