Social Studies Teacher–Athletic Coaches\u27 Experiences Coping with Role Conflict R2

The current study provides insight into the experiences of the most common content area teacher–coaches: social studies teacher–coaches. Substantial research findings support the idea that occupying the dual role of teacher–coach may lead to role conflict, role overload, and burnout in teacher–coaches. The purpose of the study is to illuminate the unique stressors associated with occupying the dual role of social studies teacher and athletic coach (SSTC) simultaneously, and to discover ways in which SSTCs manage such conflict. Through a case study of three football SSTCs in the southeastern United States, we explored participants’ experiences with role conflict, role overload, and burnout and investigated coping strategies utilized to manage stress. We conducted a series of interviews with the three SSTCs and administered the Maslach Burnout Inventory–Educators\u27 Survey. Results indicate that participants experienced high levels of role conflict and overload; however, through a strong commitment to both roles, community support, and personal coping mechanisms, SSTCs were able to avoid burnout

The Top Five Narratives for Teaching about China\u27s Cultural Revolution

The authors recommend books about the Cultural Revolution to enhance student understanding of current events in China. These techniques improve student literacy, enhance historical empathy, and increase student understanding of this complex time period in China’s history

Reaching Across the Color Line: Margaret Mitchell and Benjamin Mays, an Uncommon Friendship

The authors examine how the Margaret Mitchell - Benjamin Mays relationship displays the courage of two individuals who reached across a line of hatred and mistrust to bridge a gap between black and white citizens of Atlanta, GA

Nineteenth Century Rosa Parks? Assessing Elizabeth Jennings\u27 Legacy as a Teacher and Civil Rights Pioneer in Antebellum America

Elizabeth Jennings should be recognized as more than a Rosa Parks figure in Antebellum New York City history. Both Jennings\u27 and Parks\u27 experiences with segregation on public transportation are similar, but they are not the same. Jennings\u27 ejection from a New York streetcar was not deliberately planned, nor did her removal from the streetcar lead to mass protests or boycotts in New York City or throughout the country. Similarly though, as many African Americans endured violence during the Civil Rights movement of the 1950s and 1960s, Elizabeth Jennings also survived the New York City Draft Riots in 1863. Overall, both women deserve their own respective place in United States history because they were emblematic of the socio-political issues of their time - Jennings in the Antebellum Era and Parks in the post-World War II civil rights movement

Social Studies Preservice Teachers’ Citizenship Knowledge and Perceptions of the U.S. Naturalization Test

Teacher educators from six states invited their social studies methodology students to complete an abbreviated version of the U.S. Citizenship and Immigration Services (USCIS) Naturalization Test. The preservice teachers were also asked to share their conceptions of citizenship and evaluate the naturalization test. The findings from this study indicated that although this sample of preservice teachers had limited conceptions of citizenship, most were able to get a satisfactory score on the test. The authors discuss the implications of these results and suggest ways to broaden citizenship education in teacher preparation programs

Bohan, Chara Haeussler, Early Vanguards of Progressive Education: The Committee of Ten, The Committee of Seven, and Social Education, Journal of Curriculum and Supervision, 19(Fall, 2003), 73-94.

Examines antecedents of the Progressive Education Association; clarifies the work of these two committees and their relation to the social studies curriculum

Bohan, Chara Haeussler, O. L. Davis, Jr.\u27s Impact on Curriculum Research in the 1990s, Curriculum and Teaching Dialogue, 11(Nos. 1 & 2, 2009), 43-51.

Gives an overview of Davis\u27s career and of his mentoring of graduate students; related articles appear before and after this article in a festschrift series honoring Davis