How and Why Teachers Taught about the 2020 U.S. Election: An Analysis of Survey Responses from Twelve States
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| Title: | How and Why Teachers Taught about the 2020 U.S. Election: An Analysis of Survey Responses from Twelve States |
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| Language: | English |
| Authors: | Paul G. Fitchett, Brett L. M. Levy (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Teaching Methods, Elections, Political Campaigns, Social Studies, Secondary School Teachers, Political Attitudes, Civics, Citizenship Education, Democracy, United States Government (Course), Teacher Characteristics, Demography, Ideology, Controversial Issues (Course Content) |
| Geographic Terms: | Colorado, New Mexico, New York, Indiana, Ohio, South Carolina, Arizona, Michigan, Florida, North Carolina, Pennsylvania, Wisconsin |
| ISSN: | 2332-8584 |
| Abstract: | This study explores social studies teachers' self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 right-leaning, 6 battleground) collected in the weeks after the election, examining self-reported pedagogies, topics taught, and overall frequency of teaching about the election. Respondents reported teaching about the election more frequently if they taught courses in civics or government and/or if they had greater control over their curricula. Analyses indicated that teachers' demographic characteristics, teaching contexts, and ideologies about civic education were related to the election-related topics they taught and the instructional practices they employed. Our findings have important implications for educators, administrators, policymakers, and others interested in strengthening civic learning. |
| Abstractor: | As Provided |
| Notes: | https://www.openicpsr.org/openicpsr/project/195784/version/V1/view |
| Entry Date: | 2025 |
| Accession Number: | EJ1455229 |
| Database: | ERIC |
| Abstract: | This study explores social studies teachers' self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 right-leaning, 6 battleground) collected in the weeks after the election, examining self-reported pedagogies, topics taught, and overall frequency of teaching about the election. Respondents reported teaching about the election more frequently if they taught courses in civics or government and/or if they had greater control over their curricula. Analyses indicated that teachers' demographic characteristics, teaching contexts, and ideologies about civic education were related to the election-related topics they taught and the instructional practices they employed. Our findings have important implications for educators, administrators, policymakers, and others interested in strengthening civic learning. |
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| ISSN: | 2332-8584 |
