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Selecting Methods to Teach Controversial Topics: a Grounded Theory Study University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2019 Selecting Methods to Teach Controversial Topics: A Grounded Theory Study Sean Loomis University of Central Florida Part of the Curriculum and Instruction Commons, and the Secondary Education and Teaching Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Loomis, Sean, "Selecting Methods to Teach Controversial Topics: A Grounded Theory Study" (2019). Electronic Theses and Dissertations, 2004-2019. 6524. https://stars.library.ucf.edu/etd/6524 SELECTING METHODS TO TEACH CONTROVERSIAL TOPICS: A GROUNDED THEORY STUDY by SEAN MICHAEL LOOMIS B.A. University of Central Florida, 2010 M.A.T University of Central Florida, 2013 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Social Science Education in the College of Community Innovation and Education at the University of Central Florida Orlando, Florida Summer Term 2019 Major Professor: William B. Russell, III © 2019 Sean Michael Loomis ii ABSTRACT This grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By working through this process, teachers analyze the benefits and drawbacks of different methods for teaching controversial public issues. Significant results from this study included: (a) teachers were choosing to avoid teaching CPIs with standard-level students with student-centered methods, (b) teachers received little to no training in alternative methods and no training in how to deal with controversy in the classroom, (c) teachers possibly overestimated their ability to remain neutral in the classroom, and (d) teachers were learning their methodologies for teaching CPIs through unorthodox means. iii To my wife Heather, my children Emma and Milo. I love you with all my heart. I hope I have made you proud. iv ACKNOWLEDGMENTS This research was conducted as part of a dissertation in the Curriculum and Instruction EdD program. I want to thank Dr. William Russell, Dr. Randall Hewitt, Dr. Bonnie Swan, and Dr. Scott Waring for all of their support through this process. I was exceptionally lucky to have such a helpful team of professionals to guide me through this process. I also want to thank Allison Sheridan and Kelsey Evans for helping with data analysis. I want to thank Dr. Mary Ann Lynn, Darren Hutchinson, Ty Karnitz, and Pamela Gaskill for assisting me with the edits of the dissertation draft. I also want to thank Phil and Jamey Walker, who took it upon themselves to watch my children so that my wife and I could work towards our careers and goals. I cannot say in words just how important you are to me. Finally, I want to thank my parents Anita and Paul, and my sister Cheryl. I would not be who am I today without you, and your support from afar was much needed. I love and miss you all. v TABLE OF CONTENTS LIST OF FIGURES ....................................................................................................................... ix LIST OF TABLES ......................................................................................................................... ix CHAPTER 1 INTRODUCTION .................................................................................................... 1 Overview .......................................................................................................................................... 1 Problem Statement ........................................................................................................................... 6 Purpose of the Study ........................................................................................................................ 7 Research Questions .......................................................................................................................... 7 Definition of Terms.......................................................................................................................... 8 Study Assumptions ........................................................................................................................ 10 Limitations of the Study................................................................................................................. 11 Significance of the Study ............................................................................................................... 11 Organization of the Study .............................................................................................................. 15 CHAPTER 2 LITERATURE REVIEW ....................................................................................... 16 Introduction .................................................................................................................................... 16 History of CPIs and Alternative Methodologies ............................................................................ 18 Secondary Social Studies up to the Late 19th Century. .................................................... 18 Progressive Secondary Education in the Late 19th and Early 20th Century. ................... 21 Harold Rugg and the Use of Controversial Topics in the 1930s. ..................................... 26 Sputnik, the NEA, the NSS, and the Evaluation of Schools in the 1960s and 1970s. ...... 29 Standards-based Curriculum and Social Efficiency in the 21st Century. ......................... 36 Review of the Literature ................................................................................................................ 36 Evidence of CPI and Alternative Methodologies in Social Studies Classrooms. ............. 37 CPIs in Social Studies Standards and Classrooms. ........................................................... 39 Benefits of CPI Use in the Classroom. ............................................................................. 40 Testing, School Administrations, and Bureaucratic Control Over Classrooms. ............... 42 Teacher Training, Pedagogy, and Alternative Methods. .................................................. 45 Perceptions of Roles of High School Social Studies Teachers ......................................... 46 Summary ........................................................................................................................................ 47 CHAPTER 3 METHODOLOGY ................................................................................................. 49 Introduction .................................................................................................................................... 49 Research Design ............................................................................................................................ 49 Framework of the Study................................................................................................................. 50 Role of the Researcher ................................................................................................................... 51 Population and Sampling ............................................................................................................... 52 Instrumentation .............................................................................................................................. 56 Data Collection Procedures ............................................................................................................ 58 Data Analysis ................................................................................................................................. 61 Reliability and Validity .................................................................................................................. 63 Ethical Considerations ................................................................................................................... 64 Summary ........................................................................................................................................ 64 CHAPTER 4 RESULTS ............................................................................................................... 66 Introduction .................................................................................................................................... 66 Evidence of Traditional and Alternative Pedagogy From the Study. ............................... 66 vi The Controversial Public Issue (CPI) Decision-Making Model .................................................... 71 The Recognition Phase .................................................................................................................. 74 Required State Content Standards ...................................................................................
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