Study of Allocated Social Studies Time in Elementary Classrooms in Virginia: 1987-2009

Abstract

The purpose of this study was to analyze the intended allocation of social studies time based on written timetables provided by elementary classroom teachers to students completing practicum requirements in a teacher education program. The timetables specify how time is prioritized for academic learning time as well as non-academic activities. The data collection spanned a twenty-two year period from 1987 - 2009. A total of 72 students’ field placement schedules were analyzed; 50 students were in primary classrooms (K-3) and 23 in upper elementary classrooms (4-5). The results indicated curricular priorities, with social studies receiving the least amount of time among the core subjects oj language arts, math, science, and social studies. The time allocated to social studies averaged less than two hours per week.