| Summary: | The purpose of this study was to examine the relationship between change in classroom practice of veteran secondary social studies teachers and national/state educational curricular reform movements between 1983 and 1993. A self-report teacher survey was designed to elicit demographic and perceived change in classroom practice information, including gender, courses currently being taught, number of years of continuous teaching in secondary social studies, and level of education. Additionally, the teachers were asked to indicate how they had changed classroom practice and what they attributed the change(s) to. The sample included 244 secondary social studies teachers representing 67 high schools throughout Arizona. Analysis of the data indicated that 97% of the respondents had changed classroom practice over the past decade. In examining the data further, for indication of the perceived type of change, nearly two-thirds of the teachers indicated some manner of pedagogical change. Results also reported that the teachers attributed the change(s) primarily to change in societal or student values and expectations (37%), and personal growth on the part of the teacher (31%). Results indicated that educational reform efforts--both general and specific to social studies--have had little perceived effect on what veteran secondary social studies teachers do in their classrooms. This appears to be particularly true if such reform efforts are not reflected in documents such as state frameworks and district curriculum guides, relevant university coursework, and local staff development efforts.
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