College and Career Readiness of First Time in College Social Studies Students
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The purpose of this qualitative study was to investigate the disconnect that exists between secondary social studies instruction and post-secondary instruction by exploring the understandings and expectations of US history educators at the secondary and post-secondary levels. It is important to study how the realist philosophy inherent in state-mandated standards clashes with teachers’ and students’ understandings of what is real and to understand value judgments inherent in deciding what to teach. These understandings were explored through oral interviews of secondary and post-secondary US history educators and analysis of introductory post-secondary US history syllabi. Much research exists about FTIC students and introductory courses; however, not as much research has been done on introductory social studies courses and the FTIC student. This study sought to investigate what is lacking in the research. The perspectives of social studies educators provided a unique lens to view the FTIC student. Oral interviews provided insights to educators’ values and dispositions about student expectations that were less evident in other forms of research.