Teachers Think Aloud About Picture Books For Teaching Social Studies in the Primary Grades A ...

256 Pages·2012·1.64 MB·English

by  Judith H

Teachers Think Aloud About Picture Books
For Teaching Social Studies in the Primary Grades

A DISSERTATION
SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL
OF THE UNIVERSITY OF MINNESOTA
BY

Judith Marie Harrington

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY

Patricia G. Avery, Ph.D., Advisor

December 2012
© Judith Marie Harrington, 2012
Acknowledgements
I would like to take this opportunity to acknowledge and thank some of the people
who helped me to finish my study. First, my thanks go to my advisor, Dr. Pat Avery, for
her guidance, encouragement, and patience. I greatly appreciate her willingness to meet –
even off campus – for dinner and discussion. Second, I would like to thank Dr. Deborah
Dillon for serving as the dissertation chair and for being an excellent role model for me in
developing my pedagogy as a teacher educator. Third, my thanks go to the other two
committee members, Dr. Lee Galda and Dr. J. B. Mayo, for their patient reading and
thoughtful comments on my lengthy submissions. All four committee members were
flexible in arranging meeting times and their help was very invaluable.
Special thanks go to the 27 participants in this study. Their willingness to meet
with me was heartwarming and their insights both enlightened and inspired me.
To my colleagues at Crown College, thank you for your patience and
encouragement. Particular thanks to Dr. Thor Benson, Don Bouchard, and Joan Sax, for
their participation in my pilot study. Additional thanks to Jessica Bateman Winkelaar, my
critical colleague for inter-rater agreement, and Dr. Joann Olson, my critical editor.
Most of all, I need to acknowledge the most understanding, patient, and caring
person in my life, my husband Joseph. We met on the campus of the University of
Minnesota some 35 years ago; we have been together on a very long journey, and he is
my biggest supporter. Together with our three children, Matt, Katie, and Kristie, we have
always placed a priority on lifelong learning. While the road has been long, the burden
has been halved by having others to share it with.
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Abstract
Social studies has long been relegated to the sidelines in the elementary grades. Teachers
have often used children’s literature to teach social studies (e.g., Hicks, 1996; Hinde,
2005, 2009; Kent & Simpson, 2008) but there are concerns that this integration
shortchanges social studies learning (e.g., Alleman & Brophy, 1993, 1994; Brophy,
Alleman, & Knighton, 2007). This qualitative study involved teachers in the primary
grades, thinking aloud as they read three picture books with social studies content; the
emphasis was on the teachers’ planning processes so students were not present during the
study. Participants included 27 experienced teachers from grades K-2, recruited from 14
suburban and rural schools located in a large metropolitan area in the upper Midwest.
Verbal analysis (Chi, 1997) indicated that the participants perceived both social
studies and literacy aspects related to each book; more attention was often paid to the
social studies content than literacy development. This finding is contrary to research
which found that elementary teachers (K-6) often focus on developing literacy skills
more than social studies understanding when reading texts to teach social studies (Boyle-
Baise, Hsu, Johnson, Serriere, & Stewart, 2008). The 27 participants utilized books for
multiple purposes in order to address curriculum demands and time constraints: to teach
literacy skills, to develop literary appreciation, and to foster content understanding. These
findings have implications for publishers, curriculum planners, and teacher educators, as
well as the teachers themselves. Given the resources and freedom to explore both literacy
and content aspects of the literature they use in their class, teachers in the primary grades
would be both willing and able to meaningfully address both.
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Table of Contents
Acknowledgments............................................................................................................... i
Abstract .............................................................................................................................. ii
Table of Contents ............................................................................................................. iii
List of Tables .................................................................................................................. vii
List of Figures ................................................................................................................ viii
Chapter 1: Introduction ...................................................................................................... 1
General Problem Background ................................................................................... 1
Children’s Literature and the Social Studies Curriculum ................................ 2
The Marginalization of Elementary Social Studies ......................................... 3
The Integrative Nature of Social Studies ......................................................... 6
Study Focus ............................................................................................................... 6
Study Purpose and Research Questions .................................................................... 7
Research Approach ................................................................................................... 8
The Researcher .......................................................................................................... 9
Assumptions ............................................................................................................ 10
Rationale for the Study ........................................................................................... 12
Key Terminology Used in the Study ...................................................................... 13
Chapter 2: Review of the Literature ................................................................................. 16
Theoretical Framework ........................................................................................... 16
Parameters of the Literature Review ....................................................................... 17
The Rationale for Teaching Social Studies through Literature .............................. 20
Research Regarding the Use of Children’s Literature in Primary SSt .................... 22
Format: Picture Books ................................................................................... 22
Genres: Fiction, Nonfiction, and Informational Texts ................................... 24
Genre: Historical Fiction ................................................................................ 25
Literacy Practice: Reading Aloud .................................................................. 26
Literary Practice: Reader Response ............................................................... 28
Literacy Instruction ........................................................................................ 28
Influences on Elementary Teachers’ Perceptions of SSt Education ....................... 33
Importance of Background and Experience ................................................... 33
Teacher Preparation and Professional Development ..................................... 34
The Perceived Purpose of Social Studies ....................................................... 37
Implications of the Literature Reviewed ................................................................. 39
Children’s Literature Can Support Both Literacy and
Social Studies Goals ............................................................................. 39
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Purposeful Planning ....................................................................................... 40
Contributions of the Current Study ......................................................................... 42
Chapter Summary and Conceptual Framework ...................................................... 43
Chapter 3: Methods of Inquiry ......................................................................................... 47
Research Questions ................................................................................................. 47
Research Design ...................................................................................................... 48
The Research Sample .............................................................................................. 49
The Settings ................................................................................................... 50
The Participants ............................................................................................. 51
Data Collection Methods ........................................................................................ 53
Questionnaire ................................................................................................. 54
Think-Aloud Procedure ................................................................................. 55
Text Selection ....................................................................................... 57
Interview Protocol .......................................................................................... 60
Pilot Study ............................................................................................................... 61
Research Procedures ............................................................................................... 62
Recruitment .................................................................................................... 63
Interview Process ........................................................................................... 64
Data Analysis .......................................................................................................... 65
Verbal Analysis .............................................................................................. 67
Issues of Trustworthiness ........................................................................................ 74
Validity .......................................................................................................... 74
Triangulation ......................................................................................... 75
Other Considerations ............................................................................ 75
Dependability ................................................................................................. 75
Audit Trail ............................................................................................. 76
Inter-rater Agreement ............................................................................ 76
Transferability ................................................................................................ 77
Ethical Considerations ............................................................................................ 78
Limitations of the Study .......................................................................................... 79
Chapter 4: Focusing on Social Studies – Findings Related to Content ........................... 82
Keying in on Social Studies .................................................................................... 83
Procedure and Coding Scheme of Content Comments ............................................ 84
Factor 4.1: Social Studies Comments Even When Not Cued ........................ 85
Factor 4.2: More Social Studies Comments When Cued .............................. 88
Factor 4.3: Overall More SSt Comments than Language Arts ...................... 89
Factor 4.4: Social Studies Noted in Each Book ............................................. 90
Factor 4.5: Some Grade Level Differences .................................................... 93
Factor 4.6: Percentage Differences of SSt Comments ................................... 94
Chapter 5: Making Connections – Findings Related to Processes .................................. 96
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Procedure and Coding Scheme of Process Comments ........................................... 96
Multiple Purposes ................................................................................................... 98
Factor 5.1: Literacy Development ............................................................... 100
Factor 5.2: Content Connections .................................................................. 104
Factor 5.3: Discussions and Questions ........................................................ 106
Factor 5.4: Connections ............................................................................... 109
Factor 5.5: Pictures for Making Meaning .................................................... 112
Factor 5.6: Considering Student Response .................................................. 115
Factor 5.7: Evaluate Text ............................................................................. 118
Factor 5.8: Reading Practice ........................................................................ 121
Questionnaire Data on Reading Practices ............................................................. 121
Use of Children’s Literature or Trade Books .............................................. 122
Time Devoted to Read Alouds ..................................................................... 124
Preparation for Reading Aloud .................................................................... 124
Chapter 6: Needing Time and Resources – Findings Related to Curriculum ................ 128
Time Crunches and Curriculum Demands ............................................................ 128
Factor 6.1: Limited Time Available ............................................................. 130
Factor 6.2: Integration of Social Studies ...................................................... 133
Factor 6.3: Social Studies Curriculum ......................................................... 135
Factor 6.4: Literacy Demands ...................................................................... 141
Factor 6.5: Selection of Literature for Social Studies .................................. 145
Factor 6.6: Individual Perceptions ............................................................... 146
Chapter 7: Discussion: Appreciation, Connections, and Intentions .............................. 150
Themes across Content Responses ....................................................................... 150
Seeing Social Studies ................................................................................... 152
Understanding Social Studies ...................................................................... 155
Appreciating Social Studies ......................................................................... 157
Themes across Process Responses ........................................................................ 159
Multiple Purposes ........................................................................................ 160
Making Connections .................................................................................... 161
Constructing Meaning .................................................................................. 163
Themes across Curriculum Responses .................................................................. 167
Time Crunches ............................................................................................. 168
Purposeful Integration .................................................................................. 168
Curriculum Constraints ................................................................................ 170
Themes across Analytical Categories ................................................................... 172
Getting “More bang for the buck” ............................................................... 172
Valuing Social Studies ................................................................................. 174
Chapter 8: Conclusions and Recommendations ............................................................ 176
Content: Interest In and Preparation for Teaching Social Studies ........................ 177
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Process: Utilizing Children’s Literature for Multiple Purposes ........................... 181
Curriculum: The Teacher as Gatekeeper? ............................................................. 184
Curriculum demands .................................................................................... 184
Standards and curriculum maps ............................................................. 187
Findings Framework ............................................................................................. 192
Implications …................................................................................................. 195
Further Research ................................................................................................... 197
Significance of the Study ...................................................................................... 200
References ...................................................................................................................... 203
Appendix A, Select Elementary Teacher Preparation Program
Requirements for Teaching Social Studies ........................................................... 223

Appendix B, School and Community Description ........................................................ 224
Appendix C, Profiles of Participants ............................................................................. 225
Appendix D, Teacher Questionnaire .............................................................................. 226
Appendix E, Interview Protocol .................................................................................... 228
Appendix F, Introductory Letter to School Principals ................................................... 230
Appendix G, Introductory Email Letter to Key Teachers .............................................. 231
Appendix H, Consent Form ........................................................................................... 232
Appendix I, Instructions for Inter-Rater Review ........................................................... 233
Appendix J, Segment of Coded Interview for Inter-Rater Agreement .......................... 235
Appendix K, Tables of Frequencies and Percentages of Content Comments ............... 236
Appendix L, Categories and Sub-Categories of Content Responses ............................. 240
Appendix M, Percentages of LA and SSt Responses Per Grade Level ......................... 242
Appendix N, Planning Processes Coding Scheme ......................................................... 243
Appendix O, Participants Reported Read Aloud Time in Their Classrooms ................ 244
Appendix P, Time Available for Teaching Social Studies in the Primary Grade
Classrooms of Participants .................................................................................... 245

Appendix Q, Social Studies Curriculum Topics in the Primary Grades ........................ 246

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List of Tables
Table 3.1, Counterbalanced Study Design ....................................................................... 51
Table 3.2, Research Questions Matrix ............................................................................. 54
Table 3.3, Coding Scheme: Main Categories in Think-Aloud Task ................................ 69
Table 4.1, Percentage of Participants’ Responses – LA/SSt ........................................... 86
Table 4.2-4.8 in Appendix K .................................................................................. 236-239
Table 4.9, Percentage of Responses per Teachers’ Grade Level and Book .................... 93
Table 5.1, Participants’ Processes Related to Thinking Strategies of
Effective Readers .................................................................................................. 100

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List of Figures
Figure 2.1, Graphic Depiction of Conceptual Framework .............................................. 46
Figure 3.1, Verbal Analysis of Think-Aloud Task .......................................................... 73
Figure 4.1, Content Comments on First Book Read ........................................................ 87
Figure 4.2, Content Comments on Second Book Read ................................................... 88
Figure 4.3, Content Comments on Third Book Read ...................................................... 89
Figure 4.4, Content Comments on Three Books .............................................................. 90
Figure 4.5, Content Comments on Book A ...................................................................... 91
Figure 4.6, Content Comments on Book B ...................................................................... 92
Figure 4.7, Content Comments on Book C ...................................................................... 93
Figure 5.1, Percentage of Comments Related to Planning Processes .............................. 98
Figure 8.1, Graphic Depiction of Findings Framework ................................................. 194

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