Michelle Bauml - Academia.edu (original) (raw)

Papers by Michelle Bauml

Routledge eBooks, Dec 17, 2023

Social studies and the young learner, 2019

The Journal of Social Studies Research

The tenuous state of elementary social studies has been explained by scholars who cite lack of ti... more The tenuous state of elementary social studies has been explained by scholars who cite lack of time and curriculum resources devoted to social studies; teachers’ emphasis on tested subjects; and instruction that distorts, trivializes, or omits social studies content. Integrating social studies with other core subjects has been positioned as a viable approach to address some of these challenges, but not all teachers have a healthy understanding of integration as an avenue for robust social studies instruction. This qualitative study explores 14 elementary teachers’ stances to social studies as a core content area—with particular emphasis on content integration—in public schools. By investigating ways in which practicing teachers talk about social studies in their classrooms, this paper adds to the growing body of scholarship documenting the peripheral status of social studies in early grades. Findings offer theoretical implications for interpreting how and why social studies continue...

Social Studies Research and Practice

PurposeWith connections to history, culture, and religion, many holidays have potential for inclu... more PurposeWith connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.Design/methodology/approachThrough questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.FindingsMost often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.Originality/valueThis study adds to elementary social studies research by promoting scholarly consi...

Social Studies Research and Practice, 2012

We present an instructional strategy in which children utilize critical thinking skills to interp... more We present an instructional strategy in which children utilize critical thinking skills to interpret images related to social studies concepts. To illustrate, we focus on teaching First Amendment freedoms; however, we encourage teachers to apply the strategy with other social studies concepts. Using visual media such as paintings and photographs to teach abstract social studies concepts can be especially helpful for teachers working with English language learners and young children. Suggested resources for locating images for classroom use are provided.

RMLE Online, 2022

While civic participation is a crucial component of healthy and sustainable democracies, young ad... more While civic participation is a crucial component of healthy and sustainable democracies, young adolescents may perceive or experience barriers that limit their civic action. This study draws from focus groups and surveys during a week-long summer civics camp to explore ways in which 47 young adolescents entering Grades 6–9 described barriers they perceive to civic action in their schools and communities. Findings reveal that participants entered camp believing they were capable of making a difference in their communities. Their ideas for youth civic action in schools and broader communities typically represented personally responsible and participatory notions of citizenship. Key obstacles to civic activities included partnerships with peers/adults, peers’ reluctance to exercise civic duty, social-emotional factors, and lack of resources.

Instructional Leadership in the Content Areas

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Revie... more Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the Children’s Book Council. These lists are excellent resources for teachers who use children’s literature to support social studies instruction in their classrooms. We report our analysis of award-winning titles for primary grades published from 2001-2011. Biographies and books that address topics about families are featured as a starting place for primary grades teachers to begin incorporating NSSTB into their social studies instruction. We conclude by suggesting ways for primary grade teachers to utilize the book lists each year.

American Educational History Journal, 2011

Social studies and the young learner, 2013

The Journal of Social Studies Research, 2012

Dimensions of Early Childhood, 2014

For many children in Pre-kindergarten (PK) and Kindergarten, school is the first time during whic... more For many children in Pre-kindergarten (PK) and Kindergarten, school is the first time during which they interact with others who have different cultural backgrounds. In early childhood settings, children encounter classmates who may look, speak, and behave differently than they do. These encounters with others who appear to them to be different can lead to acceptance or exclusion behaviors. Such behaviors may be attributed to a number of factors, such as individual dispositions, lack of familiarity, racial preferences that reflect societal discrimination, and the media (Ramsey, 2006).

Social studies and the young learner, 2012

xperiential learning is at the heart of early childhood education. Professionals in our field are... more xperiential learning is at the heart of early childhood education. Professionals in our field are deeply committed to providing children with opportunities to learn by doing, observing, and experimenting. We owe this philosophy to a number of individuals whose historical writings and work with children influenced contemporary approaches to early childhood education. This column highlights one such individual—Lucy Sprague Mitchell, founder of New York’s Bank Street College of Education. Over the course of her career, Mitchell made significant contributions to teacher education.