Abstract
The New Social Studies curriculum development movement was short-lived, in part because project staff were not sensitive to the realities of the educational context within which their materials and methods would be used. Although textbook-based recitation persists in social studies classrooms, textbooks are not a ready mechanism for reform. Among the reasons are the institutional constraints on publishers and the difficulty in effecting curricular change without appropriate teacher preparation and modifications in the educational environment.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bruner, J. S. (1960).The process of education. Cambridge: Harvard University Press.
Cuban, L. (1991). History of teaching in sociaol studies. In J. P. Shaver (Ed.),Handbook on social studies teaching and learning (pp. 197–209). New York: Macmillan.
Dow, P. B. (1975). MACOS revisited: A commentary on the most frequently asked questions about Man: A Course of Study.Social Education, 39(6), 388, 393–396.
Fenton, E., & Good, J. M. (1965). Project Social Studies: A progress report.Social Education, 29(4), 206–208.
Fetsko, W. (1979). Textbooks and the new social studies.The Social Studies, 70(2), 51–55.
Goodlad, J. I. (1984).A place called school: Prospects for the future. New York: McGraw-Hill.
Gross, R. E. (1977). The status of the social studies in the public schools of the United States: Facts and impressions of a national survey.Social Education, 41(3), 194–205.
Haas, J. D. (1977).The era of the New Social Studies. Boulder: Social Science Education Consortium.
Hahn, C. L. (1985). The status of the social studies in the public schools of the United States: Another look.Social Education, 49(3), 220–223.
Hertzberg, H. W. (1981).Social studies reform: 1880–1980. Boulder: Social Science Education Consortium.
Jenness, D. (1990_.Making sense of social studies. New York: Macmillan.
Marker, G. W. (1980). Why schools abandon “new social studies” materials.Theory and Research in Social Education, 7(4), 35–57).
Oliver, D. W., & Shaver, J. P. (1974).Teaching public issues in the high school. Logan: Utah State University Press (first published in 1966).
Sanders, N. M., & Tanck, M. L. (1970). A critical appraisal of twenty-six national social studies projects.Social Education, 34(4), 383–388.
Schneider, D. O., & Van Sickle, R. L. (1979). The status of the social studies: The publishers’ perspective.Social Education, 43, 461–465.
Sewall, G. T. (1988). American history textbooks: Where do we go from here?Phi Delta Kappan, 69 552–558.
Shaver, J. P. (1967). Social studies: The need for redefinition.Social Education, 1967,31(7), 588–596.
Shaver, J. P. (1979, November).The NSF studies of status of pre-collegiate education: Implications for social studies professors and curriculum developers. Paper presented to a College and University Faculty Assembly symposium, The NSF and Rand Reports: Implications for Social Studies, at the annual meeting of the National Council for the Social Studies, Portland, Oregon. (ERIC Document Reproduction Service No. ED 178446)
Shaver, J. P. (1986). Reflections on citizenship education and traditional social studies programs.Georgia Social Science Journal, 17 (3), 1–15.
Shaver, J. P. (1989). Lessons from the past: The future of an issues-centered social studies cirriculum.The Social Studies, 80(5), 192–196.
Shaver, J. P., Davis, O. L., & Helburn, S. W. (1979). The status of social studies education: Impressions from three NSF studies.Social Education, 43(2), 150–153.
Shaver, J. P., Davis, O. L., & Helburn, S. W. (1979). The status of social studies education: Impressions from three NSF studies.Social Education, 43(2), 150–153.
Shaver, J. P., Davis, O. L., & Helburn, S. W. (1980). An interpretive report on the status of precollege social studies education based on three NSF-funded studies. InWhat are the needs in precollege science, mathematics, and social science education? Views from the field (pp. 3–18). Washington, D.C.: National Science Foundation.
Shaver, J. P., & Larkins, A. G. (1973).The analysis of public issues program. Boston: Houghton Mifflin.
Stodolsky, S. S. (1988).The subject matters: Classroom activity in math and social studies. Chicago: University of Chicago Press.
Taylor, B. L., & Groom, T. L. (1971).Social studies education projects: An ASCD index. Washington, D.C.: Association for Supervision and Curriculum Development.
Tyson-Bernstein, H., & Woodward, A. (1986). The great textbook machine and prospects for reform.Social Education, 50(1), 41–45.
White, J. J. (1988). Searching for substantial knowledge in social studies texts.Theory and Research in Social Education, 16(2), 160–163.
Wiley, K. B. (1977).The status of pre-college science, mathematics, and social science education: 1955–1975. Vol. III: Social science education. Boulder: Social Science Education Consortium.
Author information
Authors and Affiliations
Additional information
James P. Shaver id professor of secondary education, associate dean for research, College of Education, and acting dean of the School of Graduate Studies, Utah State University, Logan. He has been president of the National Council for the Social Studies and has received NCSS’s Citation for Exemplary Research. His numerous books and articles include materials for students, research reports, and discussion of educational rationale-building, rationales for social studies education, and research philosophy.
Rights and permissions
About this article
Cite this article
Shaver, J.P. The new social studies, textbooks, and reform in social studies. Publishing Research Quarterly 8, 23–32 (1992). https://doi.org/10.1007/BF02680671
Issue Date:
DOI: https://doi.org/10.1007/BF02680671