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Selecting methods to teach controversial topics: A grounded theory study

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Date Issued:
2019
Abstract/Description:
This grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By working through this process, teachers analyze the benefits and drawbacks of different methods for teaching controversial public issues. Significant results from this study included: (a) teachers were choosing to avoid teaching CPIs with standard-level students with student-centered methods, (b) teachers received little to no training in alternative methods and no training in how to deal with controversy in the classroom, (c) teachers possibly overestimated their ability to remain neutral in the classroom, and (d) teachers were learning their methodologies for teaching CPIs through unorthodox means.
Title: Selecting methods to teach controversial topics: A grounded theory study.
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Name(s): Loomis, Sean, Author
Russell, William, Committee Chair
Waring, Scott, Committee Member
Hewitt, Randall, Committee Member
Swan, Bonnie, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By working through this process, teachers analyze the benefits and drawbacks of different methods for teaching controversial public issues. Significant results from this study included: (a) teachers were choosing to avoid teaching CPIs with standard-level students with student-centered methods, (b) teachers received little to no training in alternative methods and no training in how to deal with controversy in the classroom, (c) teachers possibly overestimated their ability to remain neutral in the classroom, and (d) teachers were learning their methodologies for teaching CPIs through unorthodox means.
Identifier: CFE0007672 (IID), ucf:52492 (fedora)
Note(s): 2019-08-01
Ed.D.
Community Innovation and Education, Learning Sciences and Educational Research
Doctoral
This record was generated from author submitted information.
Subject(s): teaching controversial topics -- pedagogy -- controversial public issues -- methodology -- high school -- social studies -- education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007672
Restrictions on Access: public 2019-08-15
Host Institution: UCF

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