Published In

Oregon Journal of the Social Studies

Document Type


Publication Date

Winter 2013


Much of the recent data on the state of social studies teaching has focused on the impact of NCLB on the decline of instructional time. The purpose of this study was to investigate the current status of K-12 social studies curriculum and instructional practice, as reported by classroom teachers. The survey investigated the impact of mandated testing, major goals and concepts, teachers’ instructional strategies, and technology integration. This paper presents findings from Oregon teachers with comparison to data from the 2010-2011 National Study on the State of Social Studies (S4) and the content and skills advocated by the Partnership for 21st Century Skills.


This is the publisher's final pdf. Originally published in Oregon Journal of the Social Studies

Persistent Identifier