Tina L. Heafner

TL;DR: This paper explored the historic trend of elementary social studies marginalization compared to math, science, and language arts and found that social studies instruction has remained a subsidiary part of K-5 curriculum over the last two decades.

TL;DR: The potential that technology has to motivate students is discussed as it relates to expectancy-value model of motivation which focuses three areas of motivational theory (Pintrich & Schunk, 1996): value (students beliefs about the importance or value of a task), expectancy(students' beliefs about their ability or skill to perform the task), and affective (emotional reactio ns to the task and self-worth evaluation) as mentioned in this paper.

TL;DR: In response to the growing concern of the marginalization of social studies education, members of the North Carolina Professors of Social Studies Education (NCPSSE) organization began a long-itudinal study in 2003 to examine elementary social education education as mentioned in this paper.

TL;DR: Data suggest that the use of wikis facilitated a pedagogical shift from traditional teacher-centered instructional approaches to student-oriented, constructivist learning, which resulted in increased student self-efficacy and motivation.

TL;DR: In this article, a multilevel hierarchical linear model was developed to examine the association of teacher/classroom and state level indicators on reported elementary social studies instructional time and found that state testing policy was a significant predictor of elementary teachers' reported time spent on social studies instruction.