The perceptions of North Carolina social studies teachers in relation to practice and theory : a factor analysis of the "grasp" model of social studies education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Donald C. Bohlen (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Lois V. Edinger

Abstract: This study was designed with two purposes relating to the ongoing examination of the field of social studies. First, to subject the GRASP model of social studies to factor analysis and second, to assess, as far as possible, how classroom teachers define the field of social studies within the context of that model. To acquire data a revised needs assessment instrument, conceptually based on Arnoff's GRASP model, was utilized. The model was built around five components: General Education, Reflexive Education, Active Citizenship Education, Scholarly/Social Science Education, and Preserving Citizenship Education. The assessment instrument was sent to 350 randomly selected secondary social studies teachers in North Carolina who were requested to respond to the instrument twice. The first set of responses, the "As Is" responses, was designed to elicit perceptions about the present status of social studies instruction. The second set of responses, the "Should Be" responses, was designed to elicit how teachers thought social studies should be taught. Responses were recorded on a Likert-type scale for the 35 statements of the instrument.

Additional Information

Language: English
Date: 1984
Social sciences $x Study and teaching $z North Carolina
Social sciences $x Methodology
Teachers $x Attitudes

Email this document to